Enseñar a traducir mediante temas de género: Adaptación del diseño instruccional de un taller de iniciación a la traducción

This article presents the teaching-learning experience derived from the introductory course of English into Spanish translation from the undergraduate translation program at the Universidad Peruana de Ciencias Aplicadas. It will describe the way this course started including gender topics in its instructional design considering the learning outcomes of the program and adapting the learning activities and the texts used in class. The main strategies used for planning and executing the course will also be presented. The article starts by introducing Peru's political context in 2016, when the initiative of including gender topics in the introductory translation course first arose. A brief description of the course then follows in order to present (1) the translation competencies, the learning outcomes of the course and how these could be linked to formative research and gender topics; (2) the source texts selection and the criteria for designing learning activities. The article concludes with a discussion about the efficiency of the course redesign including gender topics and the instructors and students' perception resulting from this experience.