In this article we look for new insights into the teaching of localisation by defining the academic field as a translation-oriented and, at the same time, technology-intensive discipline. This definition encourages us to reconcile the main objectives of both areas by integrating a user-centred, human-computer interaction approach, where verbal and non-verbal communication of meaning and affordances is central. Disciplinary and technological challenges are reviewed and confronted with some of our strategies to cope with them. By embracing the above holistic definition, and incorporating accessibility as a key factor both for the practice and the teaching of localisation, we try to make the most of the linkages between technology, communication, social and user needs, as well as professional and research-driven translatorial action
