INNOVATIVE APPROACHES TO TRANSLATION TEACHING IN HIGHER EDUCATION

Аннотация

In an increasingly globalized world, translation teaching has emerged as a critical component of language education and intercultural communication. This article explores contemporary methods and pedagogical innovations in translation teaching at the university level. It examines the integration of theoretical models with practical translation tasks, the role of technology, and the development of professional competencies among translation students. Drawing on both traditional frameworks and recent digital tools, the paper highlights effective strategies for fostering linguistic accuracy, cultural awareness, and subject-matter expertise. The study also identifies key challenges, such as assessment difficulties, student motivation, and the evolving demands of the translation industry, and proposes solutions for adapting translation pedagogy to meet current and future needs. Keywords: translation pedagogy, translator training, functionalist approach, competence-based learning, translation technologies, higher education, curriculum development, professional practice. Introduction. Translation teaching occupies a vital place in the field of applied linguistics and language education, particularly within the context of higher education. With the rapid expansion of international communication, the demand for skilled translators has grown substantially, prompting academic institutions to rethink and redesign their translation curricula. The traditional approach—primarily focused on bilingual language transfer—no longer suffices in preparing students for the multifaceted challenges of the professional translation market. Modern translation teaching is now required to incorporate interdisciplinary knowledge, cultural literacy, subject specialization, and digital competence. Moreover, the shift from prescriptive to descriptive and from product-oriented to process-oriented pedagogy necessitates an emphasis on developing translation competences—cognitive, technological, intercultural, and strategic. This article delves into the evolving landscape of translation pedagogy, identifying both theoretical underpinnings and classroom practices that shape effective translator training. By analyzing teaching models, assessment methods, and student- centered learning strategies, the paper aims to offer practical insights for educators, researchers, and curriculum designers committed to improving translation instruction in university settings. https://scientific-jl.com/ped 1 97 Volume-83, Issue-1, June -2025 “PEDAGOGS” international research journal ISSN: 2181-3027_SJIF: 5.449 Literature review. The evolution of translation teaching has closely mirrored the theoretical developments in the field of Translation Studies. Early pedagogical models were rooted in linguistic equivalence theories, emphasizing grammatical and lexical accuracy (Vinay & Darbelnet, 1958; Catford, 1965). However, by the late 20th century, translation teaching shifted towards functionalist paradigms, most notably the Skopos theory (Vermeer, 1989) and Reiss’s text typology (Reiss, 1971), which argued for the functional and communicative purposes of translation over literal fidelity. Kiraly (2000) criticized traditional teacher-centered models and advocated for a constructivist approach, emphasizing collaborative learning and problem-solving. This pedagogical shift recognizes the translator not merely as a linguistic mediator but as an autonomous agent capable of making informed, strategic decisions. Göpferich (2009) and EMT (European Master’s in Translation) competence frameworks further advanced translator training by outlining essential competences: linguistic, intercultural, information mining, technological, and strategic. These frameworks stress the need to integrate authentic materials, simulate real-world tasks, and employ formative assessment techniques. Technology has also transformed translation pedagogy. Tools such as Computer- Assisted Translation (CAT) tools, corpora, and machine translation post-editing have become integral to modern translation classrooms (Bowker & Pearson, 2002; O’Hagan, 2016). Online platforms and hybrid learning environments have enabled remote collaboration and authentic project-based learning. Despite these advances, challenges remain. Pym (2009) points out the lack of standardization in curriculum design and assessment, while Kelly (2005) emphasizes the need for pedagogical training among translation instructors themselves. In sum, contemporary translation pedagogy has moved from static, prescriptive models to dynamic, learner-centered, competence-based approaches that align closely with the demands of the professional translation industry. Methodology. This study employs a qualitative research design rooted in a descriptive and analytical approach to investigate current translation teaching practices in higher education. The methodology consists of three main components: 1. Document Analysis Syllabi, course descriptions, a