Assessing the Impact of Creative Translation in the Classroom

Evidence suggests that Creative Translation in the Classroom (CTiC) positively and significantly impacts both modern foreign language (MFL) students and students with English as an additional language (EAL): boosting language skills, enhancing intercultural competence and improving attitudes towards language learning and translation.

Teachers also reportedly feel inspired and supported by CTiC. The research, however, is limited and the evidence largely anecdotal.

This PhD project will collaborate with the Stephen Spender Trust (SST) to elicit vital empirical data: investigating current knowledge and evaluative procedures, before assessing the impact of CTiC through ethnographic case studies in two secondary schools in Newcastle-upon-Tyne.