Methodological foundations of the integration of translation competencies into the system of professional training of students of linguistic specialties when working with English-language journalistic texts on educational topics

Abstract

In the context of internationalization of education, students of linguistic specialties face a pedagogical problem: the gap between general language skills and specific translation competencies necessary for professional work with English-language journalistic texts. Traditional approaches to learning do not prepare them for the analysis of culturally specific concepts and terminology of educational discourse. The purpose of this study is to develop and theoretically substantiate a methodological basis for integrating translation competencies into the professional training system, creating a pedagogical model aimed at developing students' skills in adequate interpretation and adaptation of English - language educational texts. The research is based on a comprehensive methodological approach, including a theoretical analysis of scientific literature in the field of linguodidactics and translation studies, content analysis of authentic English-language journalistic materials on educational topics (from publications such as The Times Educational Supplement, Education Week), as well as the systematization and classification of translation strategies and typical errors. Based on this analysis, a six-component model of translation competencies (linguistic, extralinguistic, strategic, socio-cultural, professional, technological) was developed and a typology of student profiles was created to implement a personality-oriented approach to learning. The results of the analysis revealed key linguistic features of educational discourse, such as a high concentration of professional terminology (growth mindset), metaphorical constructions (academic pipeline) and culturally labeled concepts (Ivy League), which require from the translator not only linguistic, but also deep extralinguistic knowledge. A system of corrective strategies was proposed to eliminate typical lexico-semantic, pragmatic, and cultural adaptation errors. The developed typology of students («fast-adapting», «analytically oriented», etc.) makes it possible to differentiate the learning process by selecting individual development trajectories. The conducted research proves that the formation of translation skills requires purposeful pedagogical work integrated into the general system of language training. The proposed model allows students to move from intuitive translation to conscious professional activity, developing not only linguistic skills, but also critical thinking, socio-cultural observation and strategic planning. This technique can be used to modernize curricula and create specialized courses, which will increase the competitiveness of linguistic graduates in the modern labor market.