From student and teacher perceptions to pedagogical implications. Action research on teaching Portuguese-Chinese journalistic transediting at a university in Macau

Authors

DOI:

https://doi.org/10.21814/diacritica.6409

Keywords:

Journalistic transediting, Portuguese-Chinese translation teaching, Action research, Students’ and teachers’ perceptions

Abstract

Given the growing demand for journalistic translation within the context of Sino-Lusophone interactions, there remains a significant gap in higher education programs in Macau, where systematic instruction in this field is still lacking. This article presents the results of an action research project focused on teaching journalistic transediting between Portuguese and Chinese at a local university, analyzing the perceptions of students and instructors regarding the main challenges involved. The qualitative analysis—based on participant observation, research diaries, oral presentations, and student self-reflections during translation workshops—revealed recurring difficulties such as textual restructuring and the translation of culturally and ideologically sensitive terms. The findings underscore the urgent need to introduce a specific course on journalistic transediting, one that provides students with both technical and critical training, thereby helping to bridge the gap between academic education and the demands of the professional market, particularly in the context of Portuguese language teaching in China.

 

 

Author Biographies

  • Xiang Zhang, Faculdade de Línguas e Tradução, Universidade Politécnica de Macau, China

    Xiang Zhang is a Lecturer (Assistant Professor) at the Faculty of Languages and Translation, Macao Polytechnic University, China. He holds an M.A. in Portuguese Language and Intercultural Studies (Applied Linguistics) from the University of Macau (UM), China, and a Ph.D. in Philology and Portuguese Language (Cognitive Linguistics) from the University of São Paulo (USP), Brazil. His research interests and areas include the Theory and Practice of Translation (Chinese-Portuguese), the translation and dissemination of Chinese culture in Portuguese-speaking regions, as well as Cognitive Translation Studies. He has publications in various international indexing journals, including Cadernos de Tradução, Humanities and Social Sciences Communications and is the co-author of the book “Cognition, Complexity and Context as Other Minds: A Tribute to T. Givón” (FFLCH-USP, 2021).

  • Vanessa Amaro, Centro Pedagógico e Científico da Língua Portuguesa, Universidade Politécnica de Macau, China.

    Vanessa Amaro is an Associate Professor at the Centre for Portuguese Studies, Macao Polytechnic University. She holds a Master’s degree in Media Studies and Journalism from NOVA University Lisbon (Portugal) and a Ph.D. in Communication from the University of Macau (China).  Her research focuses on intercultural communication, translation studies, and postcolonial identity, with particular attention to the influence of Portuguese culture and language in Macau. She is currently leading projects that analyze the evolution of the Portuguese community in Macau and the impact of Portuguese cultural symbols on the region's identity. Her work contributes to the understanding of cultural and linguistic exchanges in postcolonial and multilingual settings, offering insights into the dynamics of identity formation and intercultural interaction.

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Published

2026-02-03

Issue

Vol. 39 No. 3 (2025): The Portuguese language in China: teaching, literature, culture, and translation

Section

Articles Special Issue

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Copyright (c) 2026 Xiang Zhang, Vanessa Amaro

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

From student and teacher perceptions to pedagogical implications. Action research on teaching Portuguese-Chinese journalistic transediting at a university in Macau. (2026). Diacrítica, 39(3), 133–156. https://doi.org/10.21814/diacritica.6409

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