This study focuses on the use of LGBTQ+ language and translator skills as markers of intercultural competence. Informed by queer translation theory and intercultural competence, this qualitative study examines translators-in-training’s English–Thai translations and uses interviews to explore the rendering of non-normative sexualities and genders. The first part examines how translators-in-training translated references to non-normative sexualities and gender groups from English into Thai, and the second part presents interviews with the participants about their subjective translation choices in relation to LGBTQ+ knowledge and intercultural competence. Ten undergraduate students majoring in English at a university in southern Thailand were invited to participate on a voluntary basis. The findings indicated that translators-in-training might lack appropriate vocabulary for describing non-normative sexualities and genders, leading some to use omission, misinterpret terms, or rely on traditional pronouns. The interview results showed that participants were receptive to LGBTQ+ characters in the source texts, regardless of gender, demonstrating a certain level of informed social awareness in their translation decision-making. While they might not yet possess the necessary language skills, a positive attitude toward marginalised groups could enable them to engage with and translate similar texts in the future, given their passion for learning through listening, observing, interpreting, and making connections. Intercultural competence encompasses translation competence. Our participants’ reflections on their own translations also demonstrated their potential to deepen their understanding of other bodies from the original/source cultures, as well as the ability to read and interpret them with diverse cognitions.

Keywords: translator-in-training; intercultural competence; literary translation; sexuality; LGBTQ+ language

DOI: http://doi.org/10.17576/3L-2026-3201-17

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