Language competence is the driving force behind and the basis for advanced translation competence, yet rapid technological change requires it to be reconsidered in light of current professional realities. Against this backdrop, the article discusses the past and present conceptualizations, definitions, and changing manifestations of translators' language competence, with particular emphasis on technology-mediated contexts, including revision, machine translation post-editing, AI-supported translation, and potential future developments. It argues that communicative language competence remains foundational, while the competences needed to analyse, explain, evaluate and manage linguistic problems in human and technology-generated texts are becoming particularly salient. Among these, diagnostic competence, conceptualised as a part of a broader analytical competence, assumes particular importance. On this basis, the article proposes a tentative, technology-neutral definition of translators’ language competence and identifies directions for future research. Keywords: translators’ language competence, communicative language competence, analytical competence, diagnostic competence, technology-mediated translation contexts
This study proposes a pedagogically grounded and sustainability-motivated module on subtitling for the d/Deaf and hard of hearing (SDH). The module is informed by the framework of the United Nations Sustainable Development Goals (SDGs) and focuses on SDG 10, Reduced Inequalities. Having a relevance to the objects of sustainable development regarding access and inclusion, Audiovisual Translation (AVT) has been decided as the focal pedagogical domain through which translation education can contribute to social equity by integrating accessibility. The rationale for choosing SDH, on the other hand, stems from both practical and institutional considerations as it combines technical subtitling expertise with social and ethical awareness. The module’s instructional design draws on a hybrid curriculum development model, incorporating the structuring phases of the ADDIE model, along with Wheeler’s cyclic curriculum planning. While this study does not include any pilot implementation, it lays an adaptive foundation for further research in the implementation of the SDGs in translation. The study ultimately argues that AVT education, when aligned with SDG principles, can serve as a transformative site for social justice, preparing students not only as technical experts but also as ethically informed and socially engaged professionals. Keywords: audiovisual translation, subtitling for the d/Deaf and hard of hearing, sustainable development goals, module design, accessibility
Empathy is a necessary yet contested component of medical care, especially within encounters involving medical interpreters, where practitioners must navigate the delicate interplay between emotional attunement and professional impartiality. This article examines empathy as a hidden curriculum in both medical interpreter training and medical education, where its role is often inconsistently addressed or entirely overlooked. In a climate of rapid technological advancement, this study asks: How can interpreter training remain human-centered while leveraging technologies that create realistic practice scenarios in which empathy remains central? To address this question, the study draws on a targeted literature review and conceptual analysis of professional codes of ethics and empathy-related scholarship, combined with the design of a custom simulation. Inspired by Stoic Hierocles’ concentric circles of concern (see Figure 1) , the research introduces a new pedagogical framework that situates interpreters within a dynamic network of relationships involving patients, healthcare providers, and institutional systems. Through reflective practice, simulation-based learning, and structured exercises that engage the empathy muscle, this methodology fosters a nuanced understanding of the relationship between empathy and professionalism. The proposed framework addresses critical gaps in training programs, uniting the empathetic and ethical dimensions of interpreting to enhance communication, trust, and healthcare outcomes. Keywords: empathy, medical interpreting, hidden curriculum, pedagogy, healthcare communication
Translated children’s literature has been extensively used in early childhood settings, yet most teachers are seldom aware of the alterations during the translation process. Many alterations happen during translation, which is even more questionable in picture books since images and print text help deliver the meaning. In this study, I examined the alterations in a picture book, The Very Hungry Caterpillar, by Eric Carle, from its source text (English) to translated text (Turkish), to address the cultural sensitivity and the change of meaning in translation. Employing Klingberg’s adaptation theory and Rosenblatt's transactional theory, I illustrated the strategies the translator used to center the cultural sensitivity of the Turkish audience and how these strategies changed the meaning. I found that intensification, minimizing, and localization of names are used in emphasizing cultural sensitivity, yet these alterations also caused a change of meaning. Keywords: Cultural Sensitivity, Translated Picture Books, Change of Meaning in Picture Book Translation
