TEACHING TRANSLATION AS A DISTINCT PEDAGOGICAL PROCESS: LEXIS, SYNTAX, AND IDIOMS IN SPECIALIZED TRANSLATOR AND INTERPRETER TRAINING
TEACHING TRANSLATION AS A DISTINCT PEDAGOGICAL PROCESS: LEXIS, SYNTAX, AND IDIOMS IN SPECIALIZED TRANSLATOR AND INTERPRETER TRAINING

Summary/Abstract: The teaching of translation has long been situated at the intersection of language education and professional training, often resulting in conceptual and methodological ambiguities regarding its pedagogical status. While general language instruction prioritizes communicative competence, fluency, and grammatical accuracy, translation pedagogy addresses a fundamentally different set of objectives, namely the development of translational competence as required in professional contexts. This article argues that teaching translation constitutes a distinct pedagogical process that cannot be subsumed under language teaching methodologies. Drawing on established theoretical frameworks such as the PACTE model of translation competence, the European Master’s in Translation (EMT) competence framework, and functionalist approaches to translation, the study explores the core constituents of specialized translation courses, with particular emphasis on lexis, syntax, and idioms. These components are examined as central challenges and learning objectives in translator and interpreter training rather than as peripheral linguistic issues. Through a critical synthesis of theoretical and pedagogical literature, the article demonstrates that effective translation teaching requires a competence-based, problem-oriented, and professionally aligned instructional model. The discussion highlights implications for curriculum design, assessment, and teacher training, ultimately advocating for a clearer epistemological and didactic distinction between language education and translation pedagogy.

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