The authors address different aspects of the pedagogy of specialised translation, such as LSP and terminology, text typology and style, all with regard to the use of monolingual and bilingual corpora in translator training curricula and processes. The article also outlines an introduction of a corpus-based approach to the teaching of specialist translation in Greece. The authors' objective is to help students establish a pragmatic and semantic framework for later translation decisions by comparing at a discourse level in the first instance parallel corpora in the source and target languages which they themselves have compiled according to specified design criteria. It is illustrates how such an analysis can aid decision making at the lexical level.