From Book Review to Talk Show: A Reflective Framework for Teaching Literary Translation in the Vietnamese Context

This study examines a collaborative, reflective theoretical framework for teaching literary translation to university students in Vietnam. The teaching model integrates four core components: pre-translation reading, Newmark's four levels of translation analysis, optional AI-assisted drafting, and student-led talk show group discussions. Students access previously untranslated Vietnamese literary texts through emotional reading and analysis, structured translation exercises, and group reflection. Quantitative data (N=20) and qualitative reflection show that reading enhances emotional sensitivity (M=4.15) and cultural understanding, while participation in the talk show improves collaborative interpretation and confidence in the language. Students reported that AI tools aided drafting (M=4.05) but still relied on the ability to express metaphors and poetic nuances (M=4.35), reinforcing the indispensable role of human interpretation. Challenges in defending translation decisions (M=3.60) suggest the need for continued development of translator identity and justification skills. This study affirms that combining reflective practice with technology- and peer-supported strategies fosters interpretive depth, cultural sensitivity, and translator autonomy. This pedagogical model provides a scalable framework for connecting traditional translation teaching methods with modern, AI-powered, and dialogue-based approaches, preparing students to grasp both the technical and humanistic aspects of literary translation.