This study investigates the position of the translation market in translator-training and curriculum-design practices in Turkey from the perspective of various stakeholders, mainly the graduates of translator-training programs at the undergraduate level. The role of the market in curricular design and education practices in higher education has been at the core of discussions in education, specifically for disciplines that have a vocational aspect. The discussions are mostly based on theoretical grounds. This study derives from the need for empirical research on what the market expects from translators and how training programs meet these expectations. This study first presents data from a survey and interviews with graduates of translator-training programs, as this group of stakeholders is familiar with both training and market practices (supposing that they are employed professionally on the market after graduation). The initial findings obtained from the graduates were supported with interview findings from other stakeholders. The point of departure in this study was that translator training and the translation market – as two parties to translation service provision – should be in close interaction in order to improve the quality of training in higher-education institutions and the quality of translations on the market. In the present study, almost all the stakeholders agreed that there is a need for greater interaction between training and the market, and that the elements that prepare students for the market should find a place in the translation curricula. However, the results suggest that there is a need to handle the efforts to solve the problems related to training and the profession with the involvement of various stakeholders in a more systematized way. Furthermore, it is desirable to integrate market-training elements into training practices rather than offer them only in individual courses – including translation technologies and professional work procedures and ethics.

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This paper presents a discussion of the strategies adopted to translate the idioms and metaphors from Turkish into English in Hasan Erkek's play Eşik. The translation of Eşik -translated into English as Threshold -provides a great many examples of linguistic devices, which led translators to adopt various translation decisions on the line between closeness to the original and closeness to the target culture. This study focuses on the idiomatic and metaphorical expressions that constituted difficulties in the translation. For the purpose of this study, Baker's (2017) typology of strategies provided a framework for explaining the translation decisions as this typology was specifically developed for the translation of idioms and fixed expressions. In translating a play there are certain factors such as making it performable for actors and making it immediately understandable for the audience. While moving back and forth between target-and sourceorientedness, the translation solutions were also required to set the balance between performability and understandability. Thus, rather than opting for a general approach applicable to the whole text, the translators dealt with each specific case in its own right and in its specific context. In this paper, the various strategies used in the translation of the idiomatic and metaphorical expressions in Eşik into English were analysed in consideration of Nord's functionality and loyalty principles.

The global COVID-19 pandemic has had substantial implications on all aspects of our lives including teaching and learning. Interest in online education has grown unprecedentedly as online-only teaching was the only option for continuing education at all levels for several months when countries went into lockdown in March 2020. Higher education was not an exception. As put by Mazzei and Jay-Rayon Ibrahim Aibo (2022), due to the global pandemic, “[t]hose who had never considered teaching online “were forced” to do so, and now we have a more informed idea of the demands and realities of this type of educational space” (p. 14). The assertion is that online education is here to stay and will keep growing in a post pandemic world. Thus, I would not be wrong in saying that The Routledge Guide to Teaching Translation and Interpreting Online by Cristiano Mazzei and Laurence Jay-Rayon Ibrahim Aibo is a timely and much-needed contribution to translator and interpreter training research and practice.

O nline learning is a mode of delivery that allows flexibility in learning for individuals to study without restrictions on pace, time, and location with the support of a structured learning program. The incorporation of the lifelong learning concept into higher education has prompted universities to provide online and on-campus programs in the form of both formal and non-formal education to cater to individuals of diverse backgrounds across multiple age ranges. Given the availability of university online programs and the growing demand for online translation courses and/or programs particularly from potential learners with proven language proficiency, this paper proposes an online learning model intended for adult learners with proficiency in English and Turkish that will lead to a professional certificate. The current system in Turkey does not provide sufficient credibility of translators in the eyes of employers and clients unless individuals hold an academic degree in translation or languages. Thus, it would be more beneficial for individuals having a good command of English and Turkish languages to seek a professional certificate granted by a higher-education institution, preferably in cooperation with a translators' association, to enter the market or to earn credibility on the translation market. In response to the demand from individuals with proficiency in two languages, this study proposes an online course drawing on the ADDIE model, which provides a thorough framework for instructional design. This paper elaborates on five core elements of this model namely analysis, design, development, implementation, and evaluation for teaching translation to adult learners online.