Data from: Reimagining Translator Training with Linguistic Corpora: Towards Informed and Autonomous Practice

This study explores the pedagogical potential of linguistic corpora in translator training, with a focus on developing informed decision-making and learner autonomy. While corpus tools are increasingly recognized in translation research, their integration into translator education remains underdeveloped. Addressing this gap, the study adopts a mixed-methods approach to examine how corpus consultation shapes students’ translation processes and competences. Quantitative data from pre- and post-tests and questionnaires were combined with qualitative insights drawn from translation assignments, reflection logs, and interviews. Results indicate that corpus use fosters an analytical approach to problem-solving, enabling trainees to justify their lexical and stylistic choices with evidence rather than intuition. Learners also reported greater confidence and independence in navigating translation challenges, highlighting the value of corpora as digital resources for competence development. The discussion considers both the pedagogical affordances and the limitations of corpus-based training, particularly regarding tool accessibility, learner training, and the scope of the corpora used. Practical implications are outlined for integrating corpora into curricula, with recommendations for scaffolding, assessment, and trainer preparation. The article concludes by identifying directions for future research on digital tools in translation pedagogy and by advocating for corpora as a means of reimagining translator education.