The strategic importance of language education in the UK has been powerfully reaffirmed in The strategic case for languages in UK higher education (January 2026), a report by the Institute of Translation and Interpreting (ITI), the Chartered Institute of Linguists (CIOL) and the Association of Translation Companies (ATC). Its central argument is clear: advances in AI strengthen rather than weaken the case for language learning, language degrees and for translation and interpreting programmes. As the authors note, “An AI tool may translate a presentation flawlessly, but it is the human communicator who interprets cultural difference and builds relationships.”
A personal experience 10 years ago brought this sharply into focus. Following an MRI scan in a foreign hospital, the interpreter accompanying me simply showed me a mobile phone screen displaying the phrase “ripped rotator cuff.” There was no attempt to explain the diagnosis, check my understanding, or invite questions. It quickly became apparent that the interpreter herself had only a limited grasp of the consultant’s explanation and lacked the linguistic range to communicate it effectively. This is what you get with an AI or machine translation.
As a qualified UK public service interpreter, I found this troubling. Interpreting is not the mechanical transfer of words, but an ethical practice grounded in accuracy, clarity and facilitation of understanding. In such a situation, a well-designed (by humans) AI system might well have performed better at conveying information clearly to a non-specialist. Yet this only underlines the real issue: both human and machine performance depend on training, design and—crucially—an awareness of linguistic register, cultural expectations and communicative context.
These are precisely the capabilities that language education develops. They require deep cross-cultural understanding and linguistic sensitivity—skills that do not emerge without sustained engagement with languages.
A recent article in Le Monde highlights how AI is reshaping the translation profession, shifting emphasis towards higher-level skills: refinement, negotiation, and expert judgement. “The goal is to cultivate excellence,” the article notes. “AI will allow the best translators to be even more effective, but it risks replacing those who lack the right skills and work like machines.” New roles—post-editors, quality assessors, language technology specialists—are already emerging in a sector that, according to ITI, CIOL and ATC, exceeded $70 billion in 2024 and is projected to reach $96 billion by 2030.
In this context, the University of Oxford’s new MSc in Creative Translation, launching next year, is a timely and important development. The programme reflects the growing need for translators who combine linguistic expertise with creativity, critical judgement and cultural insight—qualities that cannot be automated.
The University of Oxford is extremely well positioned to provide the plurilingual knowledge, subject expertise and creativity to explore these issues further. Translation is not just a linguistic vocation but an activity that sits very well alongside academic expertise and research and which crucially enriches access to knowledge beyond English.
The CIOL’s Certificate in Translation (CertTrans) provides a gateway into this world. Recognised internationally, it invites candidates to move beyond theoretical knowledge and engage directly with the craft of translation—working with complex, real-life texts and developing the judgement, creativity and precision that define professional practice. For Oxford students, it offers a powerful way to extend linguistic and academic expertise into a global, applied context.
