in a major international institution can certainly be an attractive career goal.

Over the years, numerous degree programmes have sprung up in many

different countries, and schemes such as the European Masters in Translation

knowledge, and competencies, as well as to incorporate new initiatives into

Hansen-Schirra, 2019; Angelone, 2022; Massey, Piotrowska, & Marczak,

2023).

Though various facets of institutional translation have been studied by

scholars (e.g., Koskinen, 2014; Svoboda, Biel, & Łoboda, 2017; Prieto Ramos,

2020), the focus of this volume on training-related aspects represents a clear

novelty. In encompassing a broader spectrum, Institutional Translator Training

addresses the need for research grounded in rich scholarly, pedagogical, and

institutional expertise. Edited by the leading translation studies scholars

available focusing on training in this research field” (p. 2), this pioneering book

competencies in institutional translator training. It opens with a co-authored

forms part of a larger project surveying the competencies of translation

previously conducted a similar survey with EMT students, the authors discuss

the findings of an internet-based questionnaire filled in by over 400 active

survey which took place in 2010, the questionnaire had over 1,000

respondents from 40 institutions, who answered questions pertaining to the

perceived importance of 51 key skills. These data were analysed and

categories from A to D, with those in Category A representing the highest

recruitment priorities. Subsequently, this information was contrasted with the

2010 survey, noting the change in importance accorded to skills relating to

contextual knowledge and computer-assisted translation tools. Finally, on the

question of aligning the necessary competencies and skills with the needs and

expectations of various stakeholders, Lafeber concludes that “it will be up to

and contrasting differences between the highlighted institutions. In the next

chapter, Tomáš Svoboda and Vilelmini Sosoni examine the intersection

between language and translation technology and institutional translation,

underlining how training in relevant language and translation technologies is

integrated into institutional translation. They summarise the present state of

affairs in the translation directorates of two EU institutions before providing the

detailed results of a survey on the topic circulated among institutional

translators (this was, in fact, a sub-section of the large-scale survey discussed

about institutional translators’ day-to-day professional habitus. The important

intersection between quality and training is the subject of the following

contribution by Vilelmini Sosoni, which first outlines the tendering and quality

specialist teaching of institutional translation in university contexts, offering a

detailed presentation of the named electives and even full degree

programmes offered in the subject at various universities across Europe and

beyond. However, their study uncovers how market changes have frequently

led universities “to broaden the scope of the translation modules” and attach

universities running translator training programmes should go beyond any

They provide a comprehensive overview of the internships, networks, and

Universidad Nacional de Córdoba, Argentina, and the World Intellectual

The six chapters in Part III focus on the provision of translation-related

translation team leaders on three main areas relevant to the scope of the

language and the importance of making parliamentary topics available in three

formats: text, audio, and video. He outlines the necessary changes to the

institutional translator profile that have been put into practice, as well as the

Directorate-General for Translation (DGT). Noting the directorate’s

commitment to upskilling and lifelong learning, she provides a detailed

new translator profiles within that institution. Taken together, both chapters

contain important on-the-ground perspectives regarding how updated and

The penultimate chapter is structured as an interview between volume

covers extensive ground relating to the recruitment, initial training, and CPD

provision available to the highly specialised lawyer-linguists working at the

Court. The final chapter is a second contribution by Anne Lafeber, who

presents the available training options for translators at the United Nations in

practice among UN translation staff.

interpreter training. The use of different methodological approaches such as

institutions (see Part III), it would perhaps have been appreciated to have

institutions outside of the European/North American context. This could

include, for example, contributions from the translation directorates at

organisations such as CARICOM or the African Union; indeed, this is perhaps

To summarise, this edited volume appears at a vital moment when the

translation profession is undergoing fundamental change, with decisive

implications for education and training. Indeed, a common thread linking the

book’s diverse contributions is the recognition of how rapidly and profoundly

training and development of translators in the ever-evolving institutional

Angelone, E. (2022). Weaving Adaptive Expertise into Translator Training. In

https://doi.org/10.4324/9781003223344-5

Translator – The Acquisition of Digital Competencies through Blended

Learning. The Interpreter and Translator Trainer, 13(3), 292–306.

https://doi.org/10.1080/1750399X.2019.1656410

Innovation: An Introduction to (Re-) Profiling T&I Education. The

https://doi.org/10.1080/1750399X.2023.2237321

Prieto Ramos, F. (Ed.). (2020). Institutional Translation and Interpreting:

https://doi.org/10.4324/9780429264894

https://doi.org/10.7202/1012738ar