Abstract
New translation students have often spent rnost of their Uves using computers and the Internet. Their expectations regarding ¡nformation accessibil\'ıty in turn affect the culture of the translation classroom. In this article I examine simple ways of appropriating net-worked communication for a type of translation teach\'ıng that takes into account an Internet-based model of information flow. I also advócate a movement toward student-centred learning.
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