The aim of this article is to show how the traditional hierarchical teaching model can be improved by modifying the "master / student" relationship of superiority and converting it into an effective model of equal cooperation within non obrigatory meetings of the students’ translation group. Those practical projects are conceived in order to functon in a real context (i.e., screening, film festival or publication). Equal participants in the translation task learn not only the language, cultural facts contained in a given text, but also the practical conditions of translation and teamwork, and thus learn consciously and responsibly. They not only assess others, but are also assessed by others, and this leads to the development of constructive critical thinking skills as part of self-reflection on translation as part of language education and theoretical and practical education in the field of Translation Studies. Participants in the described situation are language and cultural experts (according to Vermeer), as well as participants of the integrated language teaching model (CLIL). As part of expert cooperation, the change of the so-called power-over into a power-with + power-to system leads to the learner autonomy and student empowerment desired in the learning process.