This paper attempts to make a case for incorporating collaborative learning in a translation workshop offered at Keio University, Shonan Fujisawa Campus. First, I give the course description, which includes the main objectives of the course, class schedule, classroom procedure, and homework assignments. Second, I analyze the feedback from the students to find out to what extent collaborative learning is effective in the teaching of translation. My analysis shows that a small group discussion, in particular, promoted collaborative learning among the students. It is argued that one of the factors that promoted the active participation in discussion is concerned with the very nature of translation. The source text allows for different interpretations and an infinite variety of renditions. A small group discussion offered the students a unique chance to get access to different interpretations and renditions, thus helping them to relativize their own interpretations and renditions. This necessitated a negotiation of meaning, which constituted an important part of collaborative learning. In conclusion, I claim that more of this type of learning should be encouraged at the university level, where the construction of new knowledge is an important goal to pursue.

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