After Kiraly (2000) introduced the collaborative form of translatiojn in classrooms, Pavlović (2007), Kenny (2008) and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation process in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. it describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future reseaech into learning translation.
