With increased emphasis on openness and mobility in higher education,
seeking ways of authenticating the training of language professionals at the
university level has become a great challenge for many modern philology
departments. Opening classrooms to the world and inviting partners to collaborate
and co-construct knowledge are regarded as the possible solutions towards
increasing the quality of professional training of language teachers and
The paper will address important concepts in the process of designing,
implementing and evaluating telecollaborative projects in translator education.
Special focus will be placed on pedagogical implications, practical tips and tricks
and success criteria for projects.