Description of the Translation as a goal-setting activity, intercultural and interpersonal interaction, and text-producing action. The texts delivered are semi-specialised with a more intense cultural load and they are chosen from British, Irish and/or American web pages. They analysed by spotting and comparing the linguacultural and textual differences between the Greek and the foreign languaculture and are translated following the translating instructions delivered to the students together with each ST and the application of specific rules and strategies.

Upon successful completion of the course, the students will be able to:

• work efficiently with texts with heavy cultural load
• understand that the cultural differences between the source- and target language are a major translation problem
• creatively apply translation strategies to solve interculturality problems
• work with texts having a low degree of specialization
• seek and use information and documentation sources following the thematic content of each source-text (ST)

Week 1: Delivery of the first ST. Brief presentation and discussion on its content. Analysis of the translation brief and the purpose of the translation. Presentation and analysis of the different categories of translation problems and text functions. Delivery of parallel English and Greek texts. The students are asked to: a) study the parallel texts to acquire some basic knowledge on the thematic of the ST and get acquainted with their language and textual conventions, b) to study the ST and spot and classify its translation problems and functions, c) to propose eventual solutions of the translation problems, and d) evaluate the feasibility of the translation brief.

Week 2: Discussion of the tasks (a) to (d) above and evaluation of their results from the students and the instructor. Following this discussion and the evaluation of the results of the tasks (a) to (d) above the students are asked a) to re-evaluate their solutions, and b) make a draft ST translation focusing on the macrostructure of the ST.

Week 3: Assessment of the intertextual coherence of the draft translation to the ST and spotting of eventual mistranslations. Once the functional relevance between the ST and the target text (TT) is ascertained the students are asked to look for solutions on the microstructure level applying the translation microstrategies that have already been discussed.

Week 4: The students present and explain their solutions on the target-text (TT) microstructure level. The proposed solutions are evaluated and reviewed if necessary. Based on the discussion so far, the students are asked to produce a final TT.

Week 5: Evaluation of the TT through the assessment of its intratextual coherence to the language and textual norms and the expectations of the TT audience. Discussion and re-evaluation of the process that led to the production of the TT. Delivery of the second ST and assignment same as in Week 1 above.

Week 6: Same as in Week 2 above. Moreover, the students are asked to start keeping a translation diary where they will describe the steps that they follow to accomplish their weekly tasks.

Week 7: Same as in Week 3 above. The students present their translation diaries to discuss and evaluate the process they followed.

Week 8: Same as in Week 4 above. The students present their translation diaries to discuss and evaluate the process they followed.

Week 9: Same as in Week 5 above. The students present their translation diaries to discuss and evaluate the process they followed. Delivery of the third ST and assignment same as in Week 1 above.

Week 10: Same as in Week 2 above. The students present their translation diaries to discuss and evaluate the process they followed.

Week 11: Same as in Week 3 above. The students present their translation diaries to discuss and evaluate the process they followed.

Week 12: Same as in Week 4 above. The students present their translation diaries to discuss and evaluate the process they followed.

Week 13: Same as in Week 5 above. Overall assessment of the process followed throughout the semester.

Cronin, Michael (2007). Translation and Globalization (Introduction-Translation-Commentary by Panagitis Kelandrias). Athens: Diavlos.

Chesterman, Andrew (1997). Memes of Translation. Amsterdam/Philadelphia: John Benjamins Publishing Company.

The teaching method is based on the functional approaches of translation and, specifically, a) on the Skopostheorie and b) the Theory of Translational Action. It also combines the process-oriented and the product-oriented approach. The learning method is mostly student-centred, and it is based a) on the principle of the Zone of Proximal Development, b) the admission that knowledge is rather discovered than constructed, and c) the interchanging role of the teacher from coordinator to instructor and vice versa. The teaching material is digitally available through the Open eClass platform.

• On-line terminology data bases
• MS Office suite
• On-line search engines
• Open eClass platform.

The students are evaluated through written examinations at the end of the semester. They are asked to translate into Greek an English text of about 400 words following specific translating instructions. The content of the text is similar to the content of one of the texts elaborated throughout the semester.

The evaluation criteria are those defined in the beginning of the semester. Specifically, the translation will be evaluated according to its compliance with the translating instructions and its intertextual and intratextual coherence.