Abstract
This paper examines student responses to a small-scale pilot of peer learning in undergraduate translation classes. It examines the possible benefits and risks of a learner-centred approach and explores these through feedback from two groups of undergraduate modern language students attending translation classes over a semester at a UK university. With the first group, peer learning was implemented over a six-week period in the second half of the semester; with the second group, only a single 'one-off' peer-learning session was delivered. Feedback from the former group suggests a largely positive experience, while much more resistance and uncertainty are evident in feedback from the latter group. The paper explores possible reasons for successes and pitfalls in peer learning, and recommends some strategies for implementing a learner-centred model as an effective alternative to more traditional forms of translation teaching.