Sociocultural, intercultural and translation competence for engineering students

Abstract

Targeting at adequate translation while teaching translation to engineers any teacher should remember about social and cultural discrepancies between languages. The difference in mentality should not be reflected in the special target text. Engineering students are supposed not only to be able to find proper equivalents and render the terms appropriately but also to analyse the communicative situation and cultural peculiarities of the source text. Teaching professionally oriented translation depends on many factors including ontological and specialised cultural levels, technological progress and its incorporation into the national, international and global culture, linguistic diachrony and its role in terminological corpus formation as well as science and technology institutional role. Teaching translation at engineering academy has a long and fruitful history, which shows the efficiency of training intercultural and sociocultural competence in teaching translation. It allows to avoid serious drawbacks in translation when a translator confronts the other language culture images and concepts.

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

“…Intercultural learning (ICL), sometimes used interchangeably with intercultural competence development, refers to the process of developing the knowledge, skills, attitudes, and behaviors necessary to engage constructively and competently with individuals from diverse cultural backgrounds. It involves not only recognizing and appreciating cultural differences but also effectively communicating and collaborating across these differences [2]. ICL encompasses a range of dimensions, including cultural awareness, empathy, adaptability, and intercultural communication competence [3].…”

Translation Competence In A Multilingual Class: Approaches Applied And Problems To Be Solved

“…Pluralistic approaches should be blended reasonably through EASP teaching in order to facilitate further global and international scientific communication, intensify the academic mobility and promote constituting individual's national and ethnic self-identity. This problem was once discussed by the author investigating engineering students' competences acquisition (Anossova & Dmitrichenkowa, 2018).…”