• Enable students to develop in-depth knowledge and understanding of the prevailing theories and practices of translation through intellectual and interactive enquiry and advanced translation practice;
• Provide grounding in the field of Translation Studies, defined as theory and practice, that will enable students both to undertake independent research and/or work as professional translators;
• Encourage sophisticated intellectual enquiry and debate with fellow students, academics and professional practitioners, drawn from a range of relevant backgrounds, through interrogation of theoretical models and analysis of practice-based work;
• Encourage students to develop professional translation skills and learn to theorise within the context of the discipline and their own practice;
• Provide students with a good knowledge of the translation market place;
• Foster a dynamic and innovative approach to translation as a mode for understanding the socio-political and cultural complexities posed by the movement of peoples and the demands of multi-lingual and multicultural organisations and societies;
• Equip students to use their writing talents to the best of their ability, and to develop as independent translators and self-reflective lifelong learners.
Translation highlights
Career Development
Graduates can pursue careers in a range of areas where translation skills are required, e.g. academic, creative writing, translation and interpreting industry, public policy, business and commerce, journalism and diplomacy. The programme includes specialist training in translation technologies and offers opportunities for work experience. Graduates are also equipped for taking up doctoral study.
Internationally Renowned Experts
You will be taught by staff with research profiles of international standing, with a wide and diverse range of interests in translation and interpreting studies, including digital and media contexts, literature, travel writing, international development, theatre and performance, hermeneutics and translation theory, histories, education, religious texts, landscape and place, museums, archives, subtitling, audio-description and accessibility.
In REF 2021, over 99% of Queen’s research environment was assessed as world-leading or internationally excellent.
The School hosts several large research projects across all the language areas, funded by the AHRC, the Leverhulme Trust, British Academy, and Horizon 2020.
Student Experience
The Centre for Translation and Interpreting is a vibrant international, multilingual and multicultural research community. MA students thrive in a welcoming and encouraging atmosphere, developing close associations with teaching staff and our large cohort of PhD students through shared classes and weekly seminars with renowned visiting speakers.
Professional Accreditations
Students who complete the elective module Principles in Community Interpreting are eligible for the award of an OCN Level 4 certificate in Principles of Community Interpreting.
Student Testimonials
The Translation Studies department at Queen's has been more than helpful for me. I left my undergraduate degree feeling deflated, and that this was simply the next step of my journey into a career.
The staff have encouraged me every step of the way, helping me realise my potential as more than just doing alright, and helping me with any opportunities which may enhance my academic abilities. Each one of them does a fantastic job and I can't rate them high enough.
The degree is structured to allow students to deepen their understanding of key aspects of translation theory and/or choose to concentrate on more practice-based activities. Delivered through a combination of seminars, workshops, guided private study, a programme of visiting speakers, and appropriate professional practice, the structure of the degree will enable students to work towards both of these objectives, or to focus more intensively on one of them. In addition to the elements for which they are enrolled, students are encouraged to audit as many other elements of the programme as they wish, including multiple language-specific translation workshops.
Students may enrol on a full-time (1 year) or part-time (3 years) basis. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
The MA Translation is awarded to students who successfully complete six taught modules (120 CATS points) and a 15,000 word research or practice-based (translation and commentary) dissertation (60 CATS points).
Students must pass all taught modules before proceeding to the dissertation.
Course Details
Core Modules
Theory and Practice of Translation (core, compulsory)
The purpose of this core module is to introduce you to the main practices and underlying principles of translation. The course examines a variety of perspectives: translation as textual, cognitive, literary, social and political activities that impact the wider context in which they take place. It is based on the assumption that theory and practice are mutually sustaining in that considerations of theory enable the translator and interpreter to make sense of the decisions that he or she takes at every moment throughout his or her practice. It invites you to think critically and reflectively about the community of translators that you aspire to join (or to which you may already belong), and to engage with the complexity and implications of the choices translators have to make on a daily basis. The module also introduces scholarly approaches to translation, inviting and enabling you to develop your own research interests related to any aspect of translation.
Business of Translation (core, compulsory)
This module is intended to introduce the student to the business world of professional translation, either as a freelancer or as an in-house professional. The course is designed to assist students in establishing themselves as professional translators in today’s international marketplace by introducing them to relevant business practices.
Preparation for Dissertation (core, compulsory)
Dissertation (core, compulsory)
As an independent research project conducted with the support of a member of academic staff as supervisor, the dissertation provides the space for you to explore your own research interests in real depth. Students are free to choose any topic they wish, provided it tackles translation-related issues in some way and may follow a traditional research or practice-as-research approach. Past topics have included: the translation of fictional languages in The Lord of the Rings; an empirical analysis of attitudes towards translation in Polish-owned small businesses in Northern Ireland; media accessibility in Oman; the translation of songs in Disney films; translating Lorca's poetry through song.
Modules
Audio-Visual Translation (elective)
This module introduces you to the translation of audio-visual media including film, television, and live performance. In a combination of interactive seminars and practical workshops, you will have the opportunity to engage with modalities such as subtitling, dubbing and audio description. This module seeks to promote the development of a critical understanding of both the theoretical and practical issues involved in translating for various audio-visual media and relating to accessibility.
Literary Translation (elective)
This module introduces you to the principal issues involved in the translation of literature, especially prose fiction, lyrics and poetry, and ways in which scholars, writers and translators have approached the reading and translation of literary and creative texts. The course aims to introduce ways of translating a range of different texts and genres; to reinforce the importance of reception and circulation; to discuss the role of translation in world literature; and to consider the systems in which literature is produced, translated and ‘consumed’. It will also discuss ways to begin publishing literary translations.
Principles of Community Interpreting (elective)
The module introduces you to the core issues and principles of community interpreting. The module is taught intensively in Semester 2, is highly practical and assessment includes the production of a portfolio. Students who successfully complete the module are eligible for the award of a OCN Level 4 certificate in Principles of Community Interpreting.
Technical Translation (elective)
This module introduces you to the main practices and underlying principles of technical translation, specifically legal, scientific and medical texts. It will cover discussion of relevance and usability theories, the identification of terms and terminology, information mining, research techniques and commercial practice.
Translating for Performance (elective)
What does the translator do in the theatre? What are the opportunities for creativity in theatre translation? What does it mean to work for the stage rather than the page? This module introduces you to the techniques and issues of translation for performance, as well as to ways in which new translators can promote their own work to professional companies.
Meaning, Sense, Translation (elective)
This module introduces you to key issues in translation theory concerning semiotics and hermeneutics, or ways in which meaning is made and interpreted. Key topics include Peirce's typology of signs, iconicity, indexicality, symbolicity, conceptualisation and evaluation, event schemas, participant roles, construal, grammar as imagery, and metaphor.
What Else Will I Do?
You will also have the opportunity to attend weekly 2-hour language-specific workshops, where students work with a tutor on practical translation tasks with a range of text types. Our Guest Seminar Series features renowned scholars and practitioners, providing students with an opportunity to become familiar with a range of translation research topics and professional experiences. Students are also encouraged to audit all classes to make the most of the available teaching, classroom experiences, and recommended readings.
Professor of Translation and Intercultural Studies
SAEL Email: S.Harding@qub.ac.uk
Teaching Times
Classes typically take place 13.00-18.00 on Mondays and Tuesdays. Additional, non-compulsory elements may be held at other times.
Learning and Teaching
Learning and Teaching:
Learning opportunities associated with this course are outlined below:
Compulsory modules provide all students with a thorough grounding in the theory and practice of translation (Theory and Practice of Translation) as well as equipping them with the skills and knowledge of the translation industry needed to thrive as a professional translator upon completion of the course (The Business of Translation). The wide range of elective modules offered ensures that students are able to direct the focus of their studies according to their own interests and goals.
The programme is distinguished by a strong emphasis on practical work and weekly translation workshops are provided in a wide range of languages including: Arabic, Chinese, French, German, Irish, Italian, Polish, Portuguese, Russian, and Spanish. We can accommodate other languages as required. They are led by expert tutors and provide an opportunity for developing advanced language knowledge and building a high level of translation competence through hands-on work where theoretical ideas can be put into practice. Students may attend as many weekly workshops as they wish and are also welcome to conduct practice-based research for all assignments, including the summer dissertation.
Our teaching approach emphasises the development of intellectual independence through regular small-group discussions with both peers and staff throughout the programme. Classroom discussions often build on insights from speakers in our weekly seminar series, giving students space to critically reflect on and respond to cutting-edge research in the field. Other enrichment events are also regularly organised with external contributors to further broaden the range of ideas to which students are exposed; events held in recent years include a special session on Translation and Music, organised in collaboration with the QUB Music department, and a hands on workshop on games localisation, organised in collaboration with a leading localisation firm.
Finally, our multilingual classrooms also provide valuable opportunities for the development of broader intercultural communication skills. Support for the development of postgraduate-level research skills is provided in regular writing workshops and a weekly ‘Preparation for Dissertation’ class held in semester two, specifically designed to ensure students are well prepared for their independent research project over the summer months. This is in addition to the wide range of academic training courses available to all students through the QUB Graduate School.
Assessment
Assessments associated with the course are outlined below:
The information provided in this Course Finder reflects the module details for the current year of study (2025/26). Please note that modules are subject to annual review and changes may occur in response to various factors, including student feedback and academic developments. Prospective students will be notified of any significant changes to module offerings before the start of the new academic year.
Depending on their choice of approach, students will become familiar with the strategies and techniques for undertaking a sustained piece of critical writing, developing and interrogating theoretical models, and reflecting critically upon their own creative and/or professional translation practice.
Skills
Research skills; writing skills; analytical skills; independent study skills; time-management skills; think-aloud protocol skills
The theoretical component of this core module provides students with an
introduction to major approaches in Translation Studies, providing them
with the necessary awareness of the field and conceptual resources
needed to produce and analyse translations at MA level. Weekly
language-specific workshops, meanwhile, provide an opportunity for
close textual work, the development of practical skills and for the
application of theoretical concepts in practical contexts.
Learning Outcomes
Upon completion of the course students will have acquired:
A broad understanding of the historical development of
Translation Studies as a discipline
A conceptual vocabulary allowing them to conceptualise
translation from a range of perspectives
An ability to use translation theory in the analysis of translated
material – both their own translation and those produced by
others
An understanding of the position of translation in contemporary
society and the varied roles it plays in the movement of texts
and ideas across linguistic boundaries.
Skills
Upon completion of the course students will have learned to:
Draw on translation theory during practical translation
Analyse and critique their own translation work
Produce translations which meet basic professional standards
Effectively theorise translation as a practice.
An introduction to the environment in which the professional translator operates, the nature of the translation process, and the evaluation of the appropriateness of the various products of translation.
Learning Outcomes
Students will acquire the knowledge of professional translation activity that will allow them to work as professional translators; they will learn how to interrogate their own practice through think-aloud protocols, and they will develop key skills in judging the fitness for purpose of translated texts.
Skills
Entrepreneurial and business-related skills; reflective learning skills; skills of critical analysis; skills in assessing fitness for purpose of a variety of text types.
This module will ensure that MA Translation students have the
necessary knowledge and skills to write their MA dissertations. It will
cover major issues in planning and executing a project at this level,
including: identifying research gaps, choosing and working with data
and identifying and using appropriate theory.
Learning Outcomes
Develop enhanced awareness and understanding of:
* The principles for structuring an MA dissertation
* Relevant factors in choosing an appropriate topic
* The characteristics of an effective research proposal
* The interrelationships between the key elements in research of
data, theory, research questions and argument.
Skills
Improved academic writing
Understanding of how to write an effective research proposal
Introduction to the principles, practices and research techniques of community interpreting in Northern Ireland
Learning Outcomes
Students will acquire an understanding of the principles and skills of the professional community interpreter. They will become familiar with the processes of public service organisations, and understand the importance of research and terminology gathering within that context.
Skills
Presentation skills, interpreting skills, mediation skills, research skills, familiarity with public sector processes
The module is assessed by means of one essay-style assignment of 2500 words. The students can choose between an essay or a practice-based assignment (eg: translation commentary which may involve submission of AV material).
Learning Outcomes
Students will acquire an in-depth knowledge and develop a critical understanding of both the theoretical and practical issues involved in translating for various audiovisual media and relating to accessibility.
Skills
Research skills; presentation skills; analytical skills.
This module introduces students to the theories, applications and methods of analysis used in corpus linguistics. It enables students to collect their own corpora and use corpus software to undertake analyses based on their own interests. The module gives a comprehensive overview of core practical and theoretical aspects of corpus linguistics and allows students to engage in critical examination of a range of areas of study. Indicative content includes: corpus creation (ethical data selection and acquisition, issues in representativeness and size); corpus analysis tools and techniques (frequency lists, concordances, collocation, data annotation); interpretation and analysis of results (morphology, semantics, pragmatics, discourse, genre, language variation and change); applications: (lexicography, pedagogy, translation, stylistics, discourse analysis).
Learning Outcomes
On successful completion of this module students should be able to:
• Demonstrate understanding of and critically evaluate the key concepts and terminology of corpus linguistics
• Use corpus tools to conduct corpus-based research at an advanced level
• Show a detailed and critical awareness of the major areas of linguistics in which corpora are used, such as lexicography, pedagogy, translation, stylistics and discourse analysis
• Respond to key debates in the field of corpus linguistics
Skills
The module equips students to:
Select appropriate methods for designing and compiling language corpora; interrogate corpora as a means for addressing key questions in language variation.
This module provides an in-depth exploration of the theoretical foundations of syntax from a modern generative perspective, introducing students to the core concepts and principles that allow us to describe and understand the properties of the syntactic system of human language. The module is designed to equip students with the necessary tools to analyse the structure of sentences and phrases in natural language, and to compare and evaluate alternative hypotheses and analytical options in accounting for empirical observations (data patterns, grammaticality judgements). Whilst the focus is primarily on English, consideration is given throughout the module to language variation – its scope and its limitations, as captured under a parametric model.
Adopting a minimalist approach to phrase structure, the module starts with a thorough grounding in the core structure-building operation, Merge. Students then learn how a simple Merge-based system may be enriched by a principled set of operations and constraints that enable it to account for a wide range of linguistic phenomena in English and beyond, including word order, agreement, and case marking. Methodological and practical skills of syntactic argumentation, reasoning and analysis are developed throughout, including the use of tree diagrams and constituency tests, and students have the opportunity to apply these tools in their assessed work to the analysis of real and constructed data from a variety of languages (including their own native languages where these are not English).
Learning Outcomes
On successful completion of this module, students should have developed a sound grasp of the workings of human language syntax, understood through the lens of a minimalist theoretical framework. They should have gained a familiarity and facility with the principles and processes that determine the form(ation) of grammatically acceptable sentences in natural language and be able to demonstrate this through the identification and application of relevant concepts and techniques in the practical analysis of language data.
Skills
Students will acquire the scientific skillset of hypothesis formation and evaluation, using syntactic theory to make and test empirical predictions. Students will also be in a position to start engaging with the primary technical literature in the field, with a view to pursuing their own research project in the area (should they choose to do so for their dissertation).
This new module involves spending a certain length of time in an appropriate placement during any given period in the year agreed together by the Centre for Translation and Interpreting (CTI), the employer/employing unit (if applicable), and the student. The total duration of the placement should range between 120-420 hours but does not have to be taken in a block of time (from approx. 17 full days -- 7 hours per day – or 6 weeks of part-time placements – 20 hours per week -- up to 60 full days or 21 weeks of part-time placements). The placement must finish by September in the year the student expects to graduate. The placement can be hosted in the University or at a relevant organisation in Northern Ireland or elsewhere. All kinds of organisations are eligible, as long as the tasks assigned to the student are considered relevant to a career in the language services industry or any other industry that requires the skill set developed in the programme of MA Translation or MA Interpreting.
The onus will be on the students to obtain a placement. There are two different routes: students may (1) apply for an existing opening in the CTI internally, e.g. a position in the CTI Information Hub, or one currently offered by an external institution that has an internship agreement with the CTI, or (2) locate a placement on their own. Both routes require approval from the CTI to ensure the suitability of the placement; for the first route, there will be an internal selection process undertaken by the CTI if availability with the intended employer is limited. Students will be provided with support from the Careers, Employability, and Skills Service in the Student Guidance Centre. Students must submit pre-placement paperwork, which includes a maximum of one A4 page documentation showing the suitability of the placement (how it links to the student’s studies), the goal(s) of the student, and how the student intends to accomplish the goal(s). The deadline for submission is one month prior to the decision for the placement proposal being made.
Learning Outcomes
On successful completion of this module, students will be able to:
a. Identify and explain the range of contexts in which translators and interpreters work, to differentiate between what is required of the translator/interpreter across a full range of professional environments, working with various agents and entities, and to choose and apply an appropriate professional-level skillset to each different context.
b. Effectively apply the principles of translation and interpreting to professional-level translator and interpreter practice and justify how their practice is fit for purpose.
c. Explain how the wider language-services sector operates, and to be able to relate their own profession to that wider context in terms of professional practice.
d. Critically reflect and make appropriate judgments in terms of their own professional performance.
e. Demonstrate specialist knowledge and skills deriving from extensive research in all areas of professional activity.
f. Evaluate appropriate professional codes of behaviour and practice within each work context.
Skills
Completion of the placement and relevant assessment will allow students to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: ability to identify relevant and context-specific knowledge, sources and data; understand, evaluate and internalise such information in one’s own behaviour
• Analytical Thinking: ability to identify measures suitable for specific contexts to address the issues at hand as a cross-cultural communication and language professional
• Critical & Independent Thinking: ability to analyse each individual situation to establish context-dependent best practices and defend one’s choices when encountering questions or criticism
Professional and employability skills
• Communication Skills: ability to communicate ideas clearly both orally and in writing, either as a participant of the communication or interpreter/translator
• Teamwork: ability to work with others in a team, make contribution in different positions, negotiate conflicts, and help the team achieve goals
• Diversity: ability to acknowledge and be sensitive to cultural and personal differences present in the working environment and act accordingly
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Efficient and effective work practice: ability to work efficiently to deadlines, both individually and as part of a team
• Time Management: ability to prioritise tasks at hand and properly allocate time and energy, cope with stress, and negotiate deadlines or expectations when necessary
• Entrepreneurship: ability to demonstrate innovative ways to build one’s own reputation and professional network and identify a niche market for career success
Technical and practical skills
• Information Technology: ability to use contemporary and relevant ICT, and to learn new IT skills, e.g. search engine, project/client management, CAT, TM, TB, and MT
• Regulations and standards: be aware of the current rules and regulations concerning ethics, confidentiality, and information management, and the ability to meet the requirements
Advanced translation work in the student's principal foreign language, concentrating on technical texts and their contextual explanatory backgrounds.
Learning Outcomes
Students will identify and hone the skills required of them in technical translation, such as commercial, medical and legal texts. The student will develop an ability to interpret text in terms of its cultural embedding. He or she will become familiar with the tools of pragmatic and hermeneutic analysis. The focus is on technical text-types.
This module provides an introduction to onomastics with reference to place-names in Ireland. While the emphasis will be on names as linguistic items, there will be some discussion of other disciplines to which onomastics is relevant (literature, history, archaeology, ethnography, geography, cartography). Topics to be studied include the linguistic structure of names (including generic and specific elements); linguistic strata, language contact, and multilingualism; place-names as a resource for dialectology and historical linguistics, sources and the exploitation of names for literary and socio-political purposes; place-names and the linguistic landscape. Some task-based learning will be involved as Queen's is home to the Northern Ireland Place-Name Project and houses a large amount of archival material.
Learning Outcomes
On successful completion of this module students should be able to:-
- demonstrate a knowledge of the field of onomastics as a linguistic discipline
- appreciate its potential to contribute to interdisciplinary research
- demonstrate an understanding of the linguistic origin, structure and meaning of place-names with particular reference to Ireland
- exploit place-names as a resource for the study of dialectology and historical linguistics
- understand the relevance of place-names to the fields of multilingualism and the linguistic landscape
Skills
Critical and analytical thinking; linguistic analysis and comparison, research; IT; improving own learning and performance; time management.
This module provides a thorough grounding in the concepts and practices on which current work in phonetics and phonology is built, and it provides students with a critical perspective on dominant trends in the discipline. It shows students how theoretical and applied strands in accounts of speech variation can complement one another in order to produce a comprehensive profile of the particular variety of speech under investigation. The module begins by introducing core concepts in phonetics and phonology, and moves on to apply phonetic and phonological analytic methods to speech samples chosen by students, beginning with a transcription task. Once students have completed a transcription and identified key features therein, the module invites them to select a range of journal articles and existing research sources which deal with the feature(s) in question, and provide a written critical review of the articles they have chosen. The module is assessed by means of (i) performance in the transcription task, (ii) performance in the mini-conference in which students provide an overview of the key phonological elements of their transcribed sample, and (iii) the critical review task.
Learning Outcomes
On successful completion of this module students should be able to understand the distinctiveness and the complementary nature of phonetics and phonology. They will have acquired advanced knowledge of both areas, and they will understand how each discipline has developed, by means of engagement with existing practice, scholarship and research. By selecting data for and transcribing a speech sample, they will acquire skills in phonetic transcription and in accounting for speech variation using an appropriate range of phonological models. Students will also gain an advanced understanding of the role of techniques and research methods used in the analysis of data. By participation in the transcription task, students will develop their ability to negotiate and collaborate in the delivery of a common goal; and, by selecting contextual readings which address key variables in the transcription, individual students will acquire and exercise skills in mapping their experience in the subject onto broader disciplinary frameworks.
Skills
The module equips students to:
Recognise differences and complementarities in phonetic and phonological approaches to data; transcribe speech data; describe and explain formal and functional aspects of speech with regard to segmental and prosodic features; select relevant analytic tools, including digital methods for investigating acoustic phenomena.
This module trains students in the discipline of sociolinguistics, taking an approach that focuses on the development of the field over the past sixty years. Acquainting students with different quantitative and qualitative approaches taken in sociolinguistics, it encourages them to assess these approaches and consider the advantages and drawbacks of applying them to their own research projects, and to reflect on how sociolinguistic schools of thought have evolved in tandem with our understanding of language in society.
Learning Outcomes
On successful completion of this module students should be able to:
• Understand fundamental concepts in sociolinguistics
• Understand key theoretical approaches in the field and how these have developed over time
• Evaluate the different theoretical stances in the field and the efficacy of their application to sociolinguistic patterns and problems
Skills
The module equips students to:
Describe and interrogate the significance of the three ‘waves’ of sociolinguistics, with reference to appropriate analytic methodologies and variables.
Advanced translation work in the student's principal foreign language, concentrating on texts and their contextual explanatory backgrounds
Learning Outcomes
Students will identify and hone the skills required in translation of literary texts.
The student will develop an ability to interpret text in terms of its cultural embedding. He or she will become familiar with the tools of pragmatic and hermeneutic analysis.
This optional half-module offers students practical training in text analysis and translation by applying insights from the broad area of linguistics (particularly semantics, syntax, pragmatics, and discourse analysis). It is aimed at raising the students’ awareness of linguistic aspects of translation and improving their lexical, grammatical and stylistic skills.
Learning Outcomes
The students will have greater awareness of linguistic aspects of translation which will enable them to systematically improve the coherence, structure, and style of their translational output.
Skills
The students will have refined both their verbal and analytical skills by careful reading and comparison of parallel/alternative translations.
This interdisciplinary module provides an in-depth understanding of the intersection between translation, media, and society, incorporating insights from translation studies, media studies, cultural studies, and sociology.
The module begins by establishing foundational concepts of translation and meaning construction, as well as translation’s significant influence within various media and societal contexts. As the curriculum progresses, students will learn about specialised topics such as the interplay of translation with ideology, memory, representation, and identity, and their implications in various media and societal settings. Essential themes such as the role of translation in cultural diplomacy, multilingualism, migration, news dissemination, narrative framing, agency, censorship, activism, and citizen media are also examined. These topics gain heightened relevance in today’s digital age, where translation plays an increasingly pivotal role in global communication and cultural understanding.
Learning Outcomes
Upon completing this module, students will:
Exhibit a thorough understanding of the dynamics between translation, media, and society.
Show the ability to critically evaluate the implications and roles of translation in diverse contexts, including cultural diplomacy, migration, and other media-related scenarios.
Evidence skills in effectively analysing and translating texts that relate to media and societal issues, showcasing an ability to tackle complex translation issues and challenges.
Demonstrate the practical application of learned theoretical concepts to analyse and interpret current media trends and socio-cultural events.
Illustrate advanced research capabilities and the ability to engage in and contribute to academic discussions, underpinned by thorough preparation and study.
Demonstrate the ability to critically analyse and extrapolate classroom concepts, applying them effectively to broader media and societal contexts.
Display competence in articulating well-reasoned arguments, either
Skills
Gain an in-depth understanding of how translation interacts with and influences media and society.
Develop critical assessment skills to evaluate the role of translation in various media and societal contexts, such as cultural diplomacy and migration.
Acquire the skills necessary for analysing and translating texts pertinent to media and society.
Apply theoretical concepts to practical, real-life scenarios, contemporary media trends, and current socio-cultural events.
Enhance, learn and implement effective methods for preparing and conducting research, both for class discussions and independent studies.
Normally a strong 2.2 Honours degree or equivalent qualification acceptable to the University in any discipline.
A degree below 2.2 Honours or equivalent qualification acceptable to the University may be acceptable with relevant professional experience.
Applicants with qualifications below 2.2 Honours degree standard may be considered if they can demonstrate a minimum of three years' relevant professional experience.
If you would like further informal advice, please contact course convenor Prof Sue-Ann Harding at s.harding@qub.ac.uk
All applicants should normally have at least an intermediate level of foreign-language proficiency, and we are open to holistic applications from a variety of backgrounds.
Applicants are advised to apply as early as possible and ideally no later than 15th August 2025 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit the link below for more information. http://go.qub.ac.uk/RPLpolicyQUB
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Careers in translation can be both highly intellectual and extremely rewarding in a practical sense. In addition to international organisations, translators can work in a range of roles in diverse companies or as freelance translators working for agencies and/or direct clients. Professional translation skills are valued in many areas of employment, notably banking and finance, politics, NGOs, publishing, libraries, arts venues, management consultancy, law, and jobs in engineering and manufacturing, due to their international client base.
Translators are also required in a wide range of other activities and lines of work, including aiding police investigations and other security services, supporting migrant communities, conference proceedings, sports events, and governmental communications. http://www.qub.ac.uk/directorates/sgc/careers/
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
