Abstract:

One of the main tasks of modern international education is to achieve mutual understanding in the process of intercultural dialogue, which in its turn defines one of the main education goals - the formation of intercultural competence of an individual. The language, literature and culture of both the country of the language studied and the language of instruction have become integral components of the content of instruction. Though traditional and time-tested methods of bilingual education should be widely implemented in the paradigm of teaching foreign languages at higher educational institutions, the authors of the article find the issue of high-quality professional training of language majors of special relevance and importance particularly with regard to the formation of intercultural competence of the students specialising in interpreting and translation [Besedina, Kuzmich, 2017]. The exceptional role of improving and perfecting the first language, or the native tongue proficiency in this process is emphasized [Shamina, 2007]. The proposition is illustrated by looking at such an essential translation skills application as translating advertisements while maintaining the image of internationally renowned products at the global market. Some possible effective and innovative solutions to the problem are suggested. Creating a “real life” educational environment [Siregar et al., 2018] with continuous supply of new language material from various sources within a set of training modules is discussed. The issues of strategic use of translation in learning English as a foreign Language (EFL) [Hall, Cook, 2012; Hanakova, Metruk, 2017) and of second language interference in translation and interpretation courses are also addressed.

Keywords:

Bilingual education, intercultural competence, native and foreign languages, translation training, second language interference.