Mike Garant and Juha Eskelinen’s article (University of Helsinki) presents a learner survey of a pilot project for teaching translation based on social constructivism. Ana María Martín Castillejos and María Paz Kindelán Echevarría (Technical University of Madrid –UPM) discuss the role of emotions in the cognitive process of the Spanish students of English at the School of Architecture in Madrid, and the importance of using transfers and code switching in the classroom as part of the process to create trust, essential to consolidate the language learning process in view of developing professional communication skills. In her contribution, Amanda Murphy (Catholic University in Milan) makes a case for the inclusion of modules on how to revise English texts in language programs that prepare students for the professional world, particularly for EU institutions. She presents the use of EuroCom, a parallel monolingual corpus of specialised texts provided by the Editing Unit of the Directorate General for Translation of the European Commission for developing skills in editing specialized texts for students studying International Management at the Catholic University in Milan. Finally, Mari Pakkala-Weckström (University of Helsinki) compares the working methods of two differently evaluated groups of students attending translation courses from English into Finnish at the University of Helsinki. The study strongly implies that the students who were evaluated on a continuous basis spent more time on their homework than those who were evaluated on the basis of an end-of-term exam.