This study proposes new methodological features to evaluate computer-assisted interpreting (CAI) tools in remote simultaneous interpreting by comparing performance with different tools when compiling glossaries and consulting them during tasks. The traditional informationprocessing paradigm is superseded by a situated cognition framework that examines multimodal multitasking and interaction in authentic settings. The research project involved a mixed-methods pretest-post-test design across three rounds of data collection (baseline and two post-test rounds). Chinese L1 and English L2 interpreting trainees (n = 22) were split into an InterpretBank group (experimental) and an Excel group (control). Term accuracy, speech fluency, cognitive effort, and overall quality were measured through both qualitative indicators and quantitative metrics. CAI tools were found to enhance interpreter performance, but their effectiveness depends on the usage environment, task complexity, and individual adaptation strategies. This study addresses two significant gaps: the need for more robust evaluation methods for CAI tools and the limited research on their use with distant language pairs. Our findings underscore the importance of keeping interpreters involved in tool development and evaluation processes. The methodology and results offer practical insights into CAI tool design, interpreter training, and professional practice in an increasingly technology-dependent field.
There is growing interest in using machine translation quality estimation (MTQE) metrics and models and large language models (LLMs) to assess information fidelity in interpreting quality automatically. However, studies have been limited to text-based assessments only. This study compared speech-to-speech (S2S) assessment and text-based assessment. The experiment began by segmenting audio recordings of simultaneous interpreting (SI) into one-minute intervals and isolating the source speech and the target interpretations in each segment. We used LLMs, BLASER, and speech embeddings and the last hidden states from HuBERT and Wav2Vec to assess interpreting quality at the speech level. In addition, we explored the use of automatic speech recognition (ASR) for transcribing segments, coupled with human verification and LLM along with MTQE models such as COMET and TransQuest for minute-level text-based assessment. The findings indicate the following: (1) LLMs cannot conduct the speech-based assessment of interpreting quality directly but demonstrate certain capabilities in text-based assessment when evaluating based on transcriptions, displaying a moderately high correlation with human ratings (Pearson r = 0.66); (2) in contrast, BLASER operates directly at the speech level and demonstrates a comparable correlation (r = 0.63) with human judgements, confirming its potential for speech-based quality assessment; (3) a combined metric integrating both S2S and text-based assessments, as proposed in this study, accounts for approximately 47% of the variance in human judgement scores, which highlights the potential of integrated metrics to enhance the development of machine-learning models for assessing interpreting quality. Such metrics offer an automated, cost-effective, and laboursaving method of evaluating SI by human beings and enable direct quality estimation in end-to-end speech-to-text (S2T) and S2S machine interpreting (MI) systems for continuous quality monitoring during training and deployment.
This study investigated the ways in which professional interpreters' visual attention is captured by real-time source text captions generated by automatic speech recognition (ASR) and realtime target text subtitles generated by automatic speech translation (AST)-both of which are presented in parallel during simultaneous interpreting (SI). Using eye-tracking data, we examined whether attention to ASR and AST varies according to the interpreting direction (L1-L2 vs L2-L1) and how it relates to interpreting accuracy. The findings indicate that the ASR captions captured more attention than the AST subtitles, especially in the L1-L2 direction. In the L2-L1 direction, greater attention to AST subtitles in the interpreters' L1 (Chinese) was linked to a greater level of accuracy. These findings were explained by the interaction of bottom-up and top-down factors. Insights into these attention patterns could possibly inform the design of tailored training sessions to equip interpreters better for SI in technology-assisted environments.
Transformative advancements in technologies such as Automatic Speech Recognition, Natural Language Processing, Deep Learning, and Generative AI have significantly accelerated the evolution of both Machine Interpreting (MI) and Computer-Assisted Interpreting (CAI), fundamentally reshaping the interpreting ecosystem. MI has progressed from being based on statistical machine-translation (MT) models to being augmented by large-language and multimodal models, while undergoing a transition from cascade to end-to-end systems. These developments have markedly enhanced MI's capacity to manage increasingly complex and diverse domains, linguistic features, and operational contexts. CAI, originally designed to streamline the preparatory processes for interpreting, has evolved to incorporate real-time functionalities that are integrated into the interpreting workflow, enabling the effective management of complex terminology and other problem-triggers. This introduction begins by providing a comprehensive overview of the evolution, current state, and future directions of MI and CAI, followed by an introduction to the seven contributions featured in this special issue. These studies encompass a diverse range of topics, including MI quality evaluation, a comparison of human-machine interpreting products and process, CAI tool assessment in remote simultaneous interpreting (SI), the implications of automatic speech recognition (ASR) for consecutive interpreting, the effect of multimodal inputs, and the user-machine interaction patterns with live captioning in SI. This introduction, along with the seven contributions in this issue, aims to advance the growing body of knowledge on the transformative impact of MI and CAI in reshaping interpreting practice, pedagogy, and research.
Computer-assisted simultaneous interpreting (CASI) is increasingly exposing interpreters to multimodal digital environments by means of added visual input. Yet little is known about how multimodal text and speaker inputs affect overall interpreting quality, cognitive load, and attention dynamics. Drawing on analyses of quality assessment, self-reported questionnaires, and eye-tracking data, this study compared CASI with conventional SI regarding the effects on overall interpreting quality, cognitive load, and attention dynamics. In it, 30 student interpreters performed simultaneous interpreting (SI) from English to Chinese across four input conditions: audio-only, audio-video, audio-text, and audio-video-text. The results indicate that the visual input provided by CASI tools significantly improved their interpreting quality and reduced their cognitive load; moreover, the audio-video-text CASI condition yielded the highest interpreting quality and a relatively low cognitive load. In addition, the student interpreters strategically adjusted their attention across different visual input conditions. When audio, video, and text inputs were available concurrently, they prioritized textual input over both auditory cues and speaker video and demonstrated distinct patterns of strategic coordination. In this article, the theoretical, practical, and pedagogical implications of these findings are discussed.
This study investigated the impact of AI-powered automatic speech recognition (ASR) technology on interpreting performance and cognitive load during consecutive interpreting (CI), particularly in the case of source speeches that feature varying accents. Multiple performance metrics-fidelity, fluency, target language (TL) quality and overall quality-were assessed. Fluency was measured by means of delivery rate, frequency and mean length of silent pauses, and the overall occurrence of disfluencies. Cognitive load was evaluated using subjective self-ratings and an objective measure of fundamental frequency (F0). Twenty-four advanced student interpreters conducted four CI tasks each-two with an unfamiliar accent and two without one-both with and without ASR assistance. The results indicate that the impact of ASR on CI is multifaceted. Whereas ASR improved the interpreting fidelity, it reduced the delivery rate and increased the frequency of silent pauses. This complexity is more pronounced when the source speech features an unfamiliar accent, which could lead to interpreters' over-reliance on ASR and as a result compromise the TL quality. No significant effect was observed on the overall quality of the interpreting. Notably, ASR did not affect the interpreters' cognitive load across all the phases of CI, regardless of the presence of unfamiliar accents in the source speeches.
Whereas computer-assisted interpreting (CAI) tools hold potential for simultaneous interpreting (SI), there is limited understanding of the way interpreters interact with and process live captioning during interpreting tasks. This study examined the interaction patterns and perceptions involved in live captioning among 27 student interpreters engaged in Chinese-English SI. Through a triangulated quantitative methodology incorporating eye-tracking data, temporal metrics, and participant feedback, we assessed the ways in which live captioning influences visual processing, temporal synchronization, and subjective experiences during SI tasks. The results reveal that student interpreters relied extensively on visual transcription during SI tasks. This heavy reliance on captioning appeared to affect their processing patterns, as evidenced by a gradually increasing ear-voice span (EVS) throughout sentence sequences. Whereas these interpreters generally viewed live captioning as a valuable CAI tool, their subjective feedback highlighted the need for customizable interfaces to accommodate individual processing styles and to optimize usability. These findings underscore the importance of integrating live captioning strategically into SI, together with targeted training to enhance interpreters' use of tools and their attention management. This study contributes to ongoing research on CAI and SI, aligning itself with emerging perspectives on augmented interpreting that emphasize human-machine collaboration to enhance interpreter performance. It advocates a balanced evidence-based approach to incorporating such technologies into professional practice.
Service-Learning (SL), consolidated in higher education in recent years, fuses experiential learning and social utility in training projects that act directly in contexts where social needs are identified with the aim of introducing improvements. This article presents a study carried out within the framework of TRADAPS, a project of the Department of Translation and Interpreting of the University of Salamanca that offers students the possibility of carrying out their Final Degree Project in collaboration with NGOs which assist local migrant populations. The author examines the kind of learning linked to social justice acquired by students participating in the project. To this end, the analysis combines a model of social justice based on the dimensions of redistribution, recognition and participation with notions from the critical approach within SL (in particular, the concepts of otherness and reciprocity). This study uses qualitative information collected through two data collection instruments implemented during the training experience: a field diary prepared by the student and a semi-structured interview with the person in charge of monitoring the student at the organisation at the end of the collaboration. It demonstrates that SL works as a committed methodology that makes it possible for local NGOs that assist migrants and face a high demand for translation services to alleviate their lack of resources, and thus contribute to allowing these minorities to fully enjoy rights protected by social justice. Resumen El Aprendizaje-Servicio (ApS), consolidado en la educación superior en los últimos años, fusiona aprendizaje experiencial y utilidad social en proyectos formativos que actúan directamente en contextos en los que se identifican necesidades sociales con la finalidad de introducir mejoras. Este artículo presenta un estudio llevado a cabo en el marco de TRADAPS, un proyecto del Departamento de Traducción e Interpretación de la Universidad de Salamanca que ofrece la posibilidad de realizar la asignatura Trabajo de Fin de Grado en colaboración con ONG que asisten a población migrante local. El estudio examina qué tipo de aprendizajes vinculados con la justicia social adquiere el estudiantado que participa en el proyecto. Para ello, se combina en el análisis un modelo de justicia social basado en las dimensiones de redistribución, reconocimiento y representación-participación, con nociones procedentes de la vertiente crítica del ApS (en particular, los conceptos de alteridad y reciprocidad). El estudio presentado utiliza información de tipo cualitativo recabada a través de dos instrumentos de recogida de datos implementados durante el desarrollo de la experiencia formativa: un diario de campo elaborado por la estudiante y la entrevista semiestructurada realizada a la persona encargada del seguimiento de la alumna en la entidad al finalizar la colaboración. Demuestra que el ApS funciona como una metodología comprometida que hace posible que ONG locales que asisten a migrantes y afrontan una gran demanda de servicios de traducción puedan paliar su falta de recursos, y así contribuir al pleno disfrute por parte de estas minorías de unos derechos amparados por la justicia social.
A year before production of the narrative feature length film The Translator (2020) was set to begin, Rana Kazkaz, the screenwriter and director, was contacted by Julie Boéri, an interpreter and translation studies scholar, who, intrigued by the film’s title, wanted to know more. They met and what ensued was a year-long interdisciplinary dialogue on the process of screenwriting the feature film The Translator . As a result, significant questions were addressed regarding the nature of translation, plot and character analysis. Therefore, the creation of a two-voice paper became the most effective way to retell the story of how our collaboration brought to bear on both the aesthetics and politics of screenwriting. Adopting a dual focus on screenwriting as a process and a product, our conversation delves into the aesthetic process of fictionalizing activist translation during the writing of the screenplay and examines the multiple political acts of translation activism depicted in the film: interpreting, subtitling, fixing, etc. It reflects on the screening experience for audiences across countries, languages, cultures and disciplines as well as the complexity of translation in high-risk activism and global politics. Ultimately, this collaboration illustrates the ways in which interdisciplinarity mutually enhances creative and academic endeavours. Resumen En 2018, un año antes de que comenzara la producción del largometraje de ficción The translator (2020), Julie Boéri, intérprete de profesión y académica e investigadora en Estudios de Traducción, se puso en contacto con Rana Kazkaz, guionista y directora de la película. Intrigada por el título de la película, Boéri quería saber más sobre ella. Se reunieron y de ahí surgió una conversación a lo largo de todo un año; un diálogo interdisciplinar sobre el proceso de escritura del guion del largometraje The translator. Como resultado de ello ambas nos planteamos cuestiones importantes sobre la naturaleza de la traducción, la trama y el análisis de los personajes. Así, la elaboración de un artículo a dos voces se convirtió en la forma más apropiada para contar la historia de cómo nuestra colaboración incidió en los aspectos estéticos y políticos en la escritura de guiones. Al adoptar un doble enfoque en torno a la escritura de guiones como proceso y como producto, nuestra conversación profundiza en el proceso estético de ficcionalización de la traducción activista durante la escritura del guion, al tiempo que examina los múltiples actos políticos del activismo de la traducción representados en la película: interpretación, subtitulación, fixing, etc. El trabajo reflexiona igualmente sobre la experiencia de la proyección de la película para públicos de distintos países, idiomas, culturas y disciplinas, así como sobre la complejidad de la traducción en el activismo de alto riesgo y la política mundial. En última instancia, esta colaboración ilustra la manera en que la interdisciplinariedad contribuye a mejorar tanto el empeño creativo como el académico.
Defined as the practice of gaining awareness and acting upon the oppression of marginalized groups, allyship can account for the power interpreters hold in systems of oppression and can contribute to social justice. This article reports on a study designed to explore allyship in spoken-language interpreting from the perspective of culturally and linguistically diverse (CALD) users of interpreting services. Involving CALD individuals - foreign-born people in English-speaking countries who do not speak English at home - from the Latin American community living in Aotearoa New Zealand, the study explored users' perspectives on the role of interpreters, their perceptions of allyship and social justice, and the way these concepts inform interpreting practice. The study employed a culturally affirming horizontal methodology that relied on four one-on-one dialogues with users of Spanish-speaking interpreting services about their experiences in various community settings. This was followed by one group dialogue involving users, English-Spanish interpreters and a community representative. The findings suggest that users prefer humane and caring interpreters with a flexible understanding of their role. Aware that social marginalizati on is intrinsic to community interpreting, they highlighted the reality that mere message transfer and language proficiency are insufficient for CALD individuals to secure access to statutory services and that inadequate assistance can be (re-)traumatizing. The users' perspective therefore conflicts with the prevailing rules-based approach to ethics in interpreting and its focus on accuracy in interpreting over social and relational skills. To overcome the disparity between users' expectations and entrenched concepts of neutrality and non-intervention, allyship stands as a potential lens through which to develop a nuanced and flexible understanding of the community interpreter's role, as well as culturally grounded redefinitions of ethicality and professionalism in the field.
The transnational nature of contemporary movements, media and networks in our globalised and interconnected societies has placed translation at the heart of counter-hegemonic discourses and endeavours. In this context, translation has become a powerful prism through which to think about and practise social justice. Although largely intellectualised in relation to Western liberal welfare states, social justice is also a performative and interpersonal prism of social change with roots historically spread across cultures, traditions and territories and with ramifications in contemporary forms of resistance. Thus, whereas social justice has traditionally been understood as the fair distribution of means and resources and the recognition of people’s rights across status in a given society, the increasing interconnection of struggles across the world has broadened social justice in ways that raise the stakes of translation. The leveraging and enactment of the multiple rights which social justice now encompasses is contingent on the organisation, the practice and the theorisation of translation in all its modalities (translation, interpreting, bilingual facilitation, fixing, subtitling, dubbing) and across communication contexts of resistance (social movements, media networks, cultural institutions). This special issue of the journal explores social justice by delving into specific areas and modalities of translation and interpreting practices. At the same time, it engages with macro-societal issues that affect these practices. These issues range from the power (and the limitations) of translation in circulating counter-hegemonic ideas and knowledge across borders in the publishing, media and cultural industries to the development of curricular, pedagogical and policy-making strategies in a higher education system that is both technologically disrupted and ableist-structured. The issues also include the public institutions’ exclusionary communication practices inherited from colonialisation, patriarchy, and ableism, and the subsequent expectations and actual practices of language professionals’ support to migrants and other vulnerable citizens in this context. The contributions gathered in this special issue contribute to expanding the boundaries of the constantly evolving field of translation while deepening our reflection on the ways in which education, research and practice may reproduce, contest and disrupt systemic injustices.
While Mahmoud Darwish's work has been studied largely from a literary perspective, not much attention has been given to its translational dimensions. This article examines two of Darwish's poems, "Identity Card" (1964) and "A Soldier Dreams of White Tulips" (1967), as two complementary endeavours aimed at achieving justice for the Palestinian people. It focuses on the socio-political contexts of their production, circulation, and reception to demonstrate the pivotal role translation as (re-)narration can play in the pursuit of justice and in challenging hegemonic narratives. Both poems became sites of political controversy due to the ways in which they were produced, translated, and re-narrated across languages and modalities. Whereas "Identity Card" offers a personal and public narrative of Palestinians' confrontation with Israelis, "A Soldier Dreams of White Tulips" opens up a space in which to hear the remorse of an Israeli soldier at the acts of killing he committed against the poet's own people. Unsurprisingly, the two poems were received very differently: "Identity Card" became a national poem in Palestine whereas "A Soldier Dreams of White Tulips" received little acclaim in the Arab world, being criticized because it stood against the pervasive public narratives of the 1960s according to which the humanized soldier portrayed by Darwish does not exist in the enemy's camp. However, decades later, the poem has been proven right, as the soldier is revealed to be Shlomo Sand, the Israeli writer and activist, known for taking resolute steps towards justice and against Israeli mainstream narratives - to the extent that his work is translated into Arabic by Palestinian translators at the request of Darwish himself. It is in this new context that "A Soldier Dreams of White Tulips" is rediscovered decades after it appeared for the first time and becomes the object of temporal and spatial framing across contexts and modalities, including translations, recitations, and documentaries. At a time of despair arising from entrenched injustices and crimes against humanity perpetrated by Israel settler colonialism, the dynamics of the poem's emergence and later revival may well inspire alternatives to existing hegemonic narratives of selves and others that continue to stand in the way of justice for the Palestinian people.
Disability activism, together with social, gender, and racial justice struggles, has gained increased visibility in both civil society and academia. As a translation scholar and as the mother of an 11-year-old boy with Down syndrome engaged in promoting social justice, I strive to challenge the predominant representations of persons with disabilities that prevent them from exercising their human rights. This article proposes to build on the interdisciplinary intersections between feminist disability studies and critical translation studies, including audiovisual translation and media accessibility. It does so with a view to accounting for and contributing to inclusive practices in the translation of disability; it does so also to challenge ableist re-translation in a world where much remains to be done to protect the human rights of people with disabilities. The article analyses the political translation of disability in a video campaign carried out by the National Coordination of Associations of Persons with Down Syndrome (CoorDown). Released on the 2021 World Down Syndrome Day, the video titled Dear Future Mom is a collective response to an expectant mother of a child with Down syndrome who wrote to Coordown to share her uncertainties and fears following the diagnosis of Down syndrome. Including multiple languages and featuring children with Down syndrome as the main protagonists, Dear Future Mom creates a translational political space where the binary oppositions between non-disabled and disabled people are subverted. The video performs a political translation of the “original” textual body of children and young adults with disabilities that frames disability as compatible with a fulfilled life. The social model of disability that informs this political translation is challenged by the social and legal controversies surrounding the reception of the video. In criticizing the medical model of disability and its conflation of “defective bodies” with defective lives, this article alerts readers to the human rights consequences of this model for persons with disabilities and calls for alternative political translations that align themselves with disability activism and social justice struggles.
A year before production of the narrative feature length film The Translator (2020) was set to begin, Rana Kazkaz, the screenwriter and director, was contacted by Julie Bo & eacute;ri, an interpreter and translation studies scholar, who, intrigued by the film's title, wanted to know more. They met and what ensued was a year-long interdisciplinary dialogue on the process of screenwriting the feature film The Translator . As a result, significant questions were addressed regarding the nature of translation, plot and character analysis. Therefore, the creation of a two-voice paper became the most effective way to retell the story of how our collaboration brought to bear on both the aesthetics and politics of screenwriting. Adopting a dual focus on screenwriting as a process and a product, our conversation delves into the aesthetic process of fictionalizing activist translation during the writing of the screenplay and examines the multiple political acts of translation activism depicted in the film: interpreting, subtitling, fixing, etc. It reflects on the screening experience for audiences across countries, languages, cultures and disciplines as well as the complexity of translation in high-risk activism and global politics. Ultimately, this collaboration illustrates the ways in which interdisciplinarity mutually enhances creative and academic endeavours.
In the context of a significant deterioration of LGBTQI+ rights in Turkey, the translation of the queer graphic novel, Heartstopper, into Turkish (as Kalp & Ccedil;arp & imath;nt & imath;s & imath;) was labelled "harmful for children" by the Board of Protecting Minors from Obscene Publication, a state mechanism that controls publications for children. The precarity of queer translation in the Turkish publishing industry raises the question of the potential for activist translation to disrupt anti-LGBTQI+ hegemonic discourses and their silencing of LGBTQI+ youth sexuality and identity in repressive contexts. The study on which this article is based investigated the performativity of Kalp & Ccedil;arp & imath;nt & imath;s & imath; as a translation and focused on the practices of translation agents who were involved in the translation, publication, and reception of Heartstopper in Turkey. It provides a qualitative analysis of & Ouml;mer Anlatan's engagement with the graphic novel and its portrayal of LGBTQI+ youth, a semi- structured interview with the translator and an account of the reviews of the book. The study reveals the translator's multimodal interventions in the text, driven by his professional background as a counsellor and his knowledge of the language used by the LGBTQI+ community in Turkey. It accounts for the unwavering support of the publisher despite public controversies and also for the timely sociopolitical impact of the translation in and beyond LGBTQI+ circles in Turkey. The compelling case of the Turkish translation of Heartstopper as a queer graphic novel reminds us that the solidarity of multiple agents is crucial in paving the way towards social and queer justice for children and youths generally in contexts of repression.
To date, media accessibility research has focused mostly on access services within the scope of cultural life at the expense of higher education, where people with sensory disabilities are still under-represented. In an attempt to assess accessibility needs and current barriers to accessibility in the context of higher education in Catalonia, this study adopted a user-centred approach to the provision of access at universities. This article therefore reports on the findings of semi-structured interviews with disabled people organisations and also with accessibility professionals. The thematic analysis of the interviews has revealed several areas of concern: a generalised need for accessibility literacy, both at a societal and at an individual level (especially on the part of university staff); the prevalence of invisible work among students and lecturers with disabilities who have to take additional steps to have their accessibility needs met; and the problematic working conditions of accessibility professionals who provide their services to higher education. The distribution of accessibility and inclusion resources, the matter of working and studying conditions and the application of user- and professional-centred methodologies are important concerns which this study identified as areas needing improvement at the intersection between social justice and media accessibility in the higher-education institutions of Catalonia.
This paper analyzes the extent to which the translation of Raymond Williams' texts in Spanishspeaking countries - understood as a cultural process and a social phenomenon - helps foster social justice. To this end, it discusses a bibliographic analysis of existing Spanish-language translations of Raymond Williams' texts with regard to their publication circumstances (sociopolitical contexts, agendas and agency of the actors involved). In so doing, it distinguishes three phases in the translation of Williams' work, shaped by democratization processes in Spain and Argentina. Drawing on Sen's conceptual framework (2009/2010) around the idea of justice, it argues that the process of publishing specific translations to promote social justice is not one of steady advancement, but rather made up of progress, stagnation and setback in different areas, though always with the ultimate goal of reducing injustice.
This study examined the activities of spoken-language public service interpreters who are engaged in supporting social justice and marginalized communities across a variety of institutional settings in the United Kingdom. By drawing on a practice theory approach, it argues that public service interpreters’ ad-hoc social and communicative activities in and beyond interpreted encounters are practices of “dispersed activism”. Although lacking the organized and collective character that characterizes a social movement, dispersed activism can work towards changing unjust systems. Based on a dataset of qualitative interviews, the study revealed a group of public service interpreters as architects of political reparation who shape both communication interactions and their own professional conduct towards localized societal transformation in power-laden settings. In addition to conceptualizing public service interpreting activism as non-formalized equity-oriented practices, the study reveals how aiming at social justice imposes challenges on the interpreters’ emotional, bodily, and material involvement, with implications for the negotiation of norms of neutrality and non-engagement.
Social justice refers to the equitable distribution of resources, opportunities, and rights in society. Social justice frameworks acknowledge that structural inequalities can hinder accessibility to education and that the use of and recourse to technology is not always ethical or equitable. As translator trainers with more than two decades of experience in higher education, we reflect on the nexus between technology, translator training, ethics, and social justice, and put forward a list of strategies with which to humanize translator training or education and professional practice. We focus on Canada and draw from both a literature review using the Translation Studies Bibliography which shows that research on the subject of translator training or education and social justice is currently underdeveloped. We also draw from two media scans (conducted from November 2022 to October 2023) on the topics of higher education, translator training, social justice, and technological disruption and related digital divides, with a specific focus on machine translation and artificial intelligence. Along with other demolinguistic data from the 2021 Canadian Census, the review and scans contextualize the list of pedagogical recommendations and strategies we propose. We adopt the position that social justice should take precedence in the way we think about translator training and develop curricula rather than allowing market forces and the tech industry to determine training priorities and objectives. Artificial intelligence and other new(er) technologies can have pedagogical merit in higher education and in translator training, but it is imperative that we consider how and when to use the tools and to focus on issues that go beyond plagiarism and student surveillance. We therefore argue in favour of human, humane, and humanising translation in and beyond Canada and this means advocating and developing pedagogical strategies and curricula that align with the ethos of social justice.
Building on previous studies about "non-confrontational" activism among Chinese queer translation groups, this article explores the subtitling and social media practices of Wanwan, a Chinese lesbian-oriented fansubbing group, from a cultural-ideological perspective. It argues that Wanwan's practices can be better understood in the context of han-xu ( (sic)(sic) , reticent) politics, shaping a non-confrontational activist approach to fansubbing. This approach is manifested through diversified content that involves both queer and non-queer media resources, recontextualised translated subtitles, the creation of spaces for interactions, and the production of reflexive paratexts that refrain from overt criticism of cis-heteronormativity. The article contributes to an understanding of translational queer fandom in China by arguing that groups such as Wanwan not only foster a dedicated fan community and a "by queers for queers" world, but also bridge the communication gap between queer communities and cisheteronormative groups without exacerbating the cultural and ideological tensions that might otherwise set them apart.
