In translator education, the longstanding divide between theory and practice continues to shape pedagogical discourse. Translation study programmes are generally highly practice-oriented, with theoretical components occupying marginal positions, despite translation scholars advocating for the benefits of learning translation theory. Empirical studies have shown that theoretical modules often become less appreciated after attending such programmes, suggesting that universities have yet to find effective ways of teaching them. Teachers’ perception of student disengagement within the context of translation theory courses at Stockholm University prompted the present investiga-tion. This study examines undergraduate translation theory modules at the Institute for Interpret-ing and Translation Studies, employing curriculum mapping to analyse the programme at a macro level and constructive alignment to assess the internal coherence of individual modules. The aim is to identify potential misalignments and areas in need of pedagogical revision. Despite the ap-parently aligned structure on the macro level, the micro level analysis shows that there is a lack of alignment in how the intended learning outcomes, teaching and learning activities, and assessment tasks are formulated. Based on the findings, the paper offers suggestions for improvement and pro-poses avenues for further research.

The History and Translation Network (HTN) and the Department of Translation Studies of the University of Graz organized the third international conference of the HTN in September 2024 for scholars with an interest in the interplay of history, translation, and politics. The central themes were explored from a range of theoretical and methodological perspectives, reflecting the diverse disciplinary traditions represented by the participants. In doing so, the conference strengthened the interdisciplinary dialogue between historians and translation scholars, fostering new connections and collaborations. The HTN once again affirmed its role as a fruitful platform for expanding the horizons of translation studies.

The article is a short biography of the Austrian translator of Scandinavian literature Marie Franzos (1870–1941) based on unpublished archival material.

The seminal role of the Holmes/Toury map within translation studies has led to its use as a didactic tool although neither scholar envisaged this purpose originally. This paper proposes a complementary didactic model to reveal the interdisciplinary layers of research projects after positioning them on the Holmes/Toury map. A critical overview of how maps have evolved from descriptions of the field to having didactic purposes is given, and criticism of the Holmes/Toury map is reviewed to demonstrate its importance for the first positioning of a work. An investigation of eight sample theses indicates the current interdisciplinary research trends and suggests the need for a more refined didactic tool. The proposed model is introduced as a way to fill an evident gap. Its aim is to help students and researchers position their own and other academic work within translation studies to gain deeper awareness in this regard. By presenting a general model for researchers' use, its concrete application to two cases – a book-long and a shorter publication – and a discussion of its strengths and weaknesses, I argue that it is a useful didactic tool for obtaining a clearer overview of the interdisciplinarity typical for research in translation studies.