A. Atabekova

Peoples' Friendship University of Russia (RUSSIAN FEDERATION)
It is hard to overestimate the role translation plays in the modern world. Translation activities provide for cross cultural exchange in a broad meaning, covering political, social, economic, scientific collaboration which requires increasing number of competent translators due to EU enlargement.
Many European universities offer translator’ training programs. The demand for highly qualified translators has made it crucial to focus on common European standards for translator’ training. In 2009 a reference framework for the translator’s competences was outlined through the European Master in Translation (EMT) project implementation. Within its framework the key translator’ s competences have been defined to ensure a good match between graduates' competences and employers' requirements (EMT 2009). A growing number of research publications on translators’ training methodology contributes to bridge the gap between training practice and research.
It is obvious that translators’ training quality depends on the up-to date methodology and competent teachers.
Mean while, translation teachers’ training methodology is still in the shadow. There is no university degree (either BA or MA) to qualify such teachers.
An educational paradigm for the translation teachers’ training has not yet been systematically developed though a number of publications have appeared in the field (Beeby 1996, Garzone, Viezzi, 2002, Hurtado 1999, Kiraly 2000, Schaeffner, Adab 2000, Tennent 2005).
Due to the current competence-based educational mainstream it seems logical to define translation teachers’ competences that combine translation competences and teaching competences connected to the pedagogy of foreign languages and translation teaching in the cross cultural environment.
As international cooperation faces increasing diversification, specialized translation skills have become in great demand, as well. It explains the Academe’ s increasing interest in specialized translation teachers’ training programs.
The report will focus on the experimental course that was designed to train legal translation teachers’ training. The key stages to design such a program, its curriculum components, and comments on the training process will be highlighted.
The experimental teaching proved that specialized translation teachers’ training program has to be organized as the collaboration between foreign language teachers, translators for specific purposes and subject matter specialists.
Such an approach contributes to bridging the gap between Translation Academia and Profession.