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This paper intends to illustrate the didactic potential of Python-based Jupyter notebooks in teaching translation technology, machine translation in particular, to translation students. It discusses the basic makeup of Jupyter notebooks and shows how these notebooks can be set up for students who have had little to no prior exposure to the Python programming language. Then, the paper discusses the general didactic benefits of Jupyter notebooks for both students and lecturers in a translation studies context. It shows how students can interact with these notebooks, which translation technological and translation-oriented natural language processing (NLP) concepts can be taught using them and to what extent interaction with these notebooks can help students understand, in a very general way, some basic principles of (NLP-oriented) Python programming. Finally, the paper presents the results of a pilot study on the use of Jupyter notebooks in a machine translation course in an MA programme in specialised translation.

This paper first traces the AI-induced automation of the digitalised and datafied language industry, with a focus on neural machine translation and large language models. The paper goes on to discuss a range of digital literacies that have become increasingly relevant in the language industry in light of these technologies, i.e., machine translation literacy, data literacy and artificial intelligence literacy. After highlighting the interface between these three literacies, the paper drafts an outline of an artificial intelligence literacy framework for translation, interpreting and specialised communication. This framework intends to capture an extensive set of competencies required by stakeholders in the AI-saturated language industry. [ABSTRACT FROM AUTHOR]

This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of translation practice-oriented corpora will be presented, and the use of corpora in translation will be positioned within two general models of translation competence. Special consideration will then be given to the design and application of so-called "Do-it-yourself (DIY) corpora," which are compiled ad hoc with the aim of completing a specific translation task. In this context, possible sources for retrieving corpus texts will be presented and evaluated and it will be argued that, owing to time and availability constraints in real-life translation, the Internet should be used as a major source of corpus data. After a brief discussion of possible Internet research techniques for targeted and quality-focused corpus compilation, the possible use of the Internet itself as a "macro-corpus" will be elaborated. The article concludes with a brief presentation of corpus use in translation teaching in the MA in Specialised Translation Programme offered at Cologne University of Applied Sciences, Germany.