Brawijaya University

My collaboration with Universitas Brawijaya Malang took place within the 3 in 1 teaching scheme, a semester-long program that brings together a permanent UB lecturer, an international lecturer, and a practitioner. I was invited as a practitioner-lecturer to teach fourth-semester students of the French Literature program in the course Contemporary French Literature.

Coming from the field of literary translation, I designed the course to balance theory and practice. Students were introduced to key concepts in literary translation, followed by intensive workshops conducted both in groups and individually. Each student received a dedicated “coaching clinic” session, focusing on the translation of French poetry by various poets. The pedagogical stance was deliberate: guiding rather than judging, directing rather than reprimanding. Translation was presented as a process of attentive listening to the text, not as a hunt for mistakes.

The course also provided a broad yet structured overview of French literary movements, from classical versification to contemporary poetic practices. By understanding the formal systems, aesthetic principles, and historical contexts of each era, students were encouraged to grasp the inner logic, voice, and poetic temperament of the authors they translated. This approach enabled them to move beyond literal transfer and toward an integrated translation that respects both meaning and style.

One particularly forward-looking aspect of the course was the open and critical use of AI in translation. Students were allowed to use AI-generated translations as a learning tool, not as a shortcut. Together, we examined the strengths and limitations of machine translation versus human interpretation, treating AI as a dialogic partner rather than an authority. This comparative process helped students sharpen their critical judgment and explore how human sensitivity and technological assistance can be combined to achieve more nuanced results.

The students at Universitas Brawijaya demonstrated remarkable intellectual curiosity, discipline, and creative courage. Teaching them was both stimulating and deeply rewarding. This collaboration was not only academically productive but also personally memorable, affirming the value of practitioner-based teaching in literary studies and translation pedagogy.