DEVELOPING INTERCULTURAL COMPETENCE IN TRANSLATOR TRAINING: FROM THEORY TO CLASSROOM PRACTICE IN LANGUAGE UNIVERSITIES

This article examines the theoretical foundations and pedagogical strategies for developing intercultural competence in translator training at language universities. Drawing on established models of intercultural communicative competence and translation competence, the paper argues that intercultural skills must be integrated into curricular design, task-based teaching, assessment, and professional practicum. It proposes a framework that combines explicit instruction in cultural knowledge, reflective comparative tasks, authentic intercultural interaction, and project-based learning to cultivate attitudes, knowledge, skills, and critical awareness required for professional translation. Practical classroom activities, assessment rubrics, and implementation recommendations for different levels of study are provided. The article concludes with implications for curriculum development, teacher training, and future research.