Linguocultural approach to organizing professional language practice for future translators

Abstract

The study is driven by the need to modernize the content of philological education in response to the challenges of an increasingly multilingual, intercultural and inclusive learning environment. Amid the growing importance of intercultural communication and the demand for translators capable of working with typologically diverse languages, a linguocultural (linguocountry-specific) approach to organizing language practice is acquiring special significance. Its implementation fosters comprehensive cultural awareness, translational sensitivity and the ability to interpret foreign language discourse accurately. The research aims to substantiate the role and applied value of the linguocultural approach as the basis for professional language practice for future translators and to reveal its potential for developing intercultural, linguistic and translation competencies within contemporary philological training. The methodology rests on principles of competence-based, interdisciplinary, and cultural studies. Methods include systemic analysis of curricula, comparative examination of linguistic and cultural features, and empirical generalization of translation training practices that involve typical and atypical languages (notably Chinese as a third foreign language). The results present a model of professional language practice comprising linguocultural, historical linguistic, literary and language-specific blocks. Incorporating authentic culturally marked materials, cross-lingual comparisons, simulation-based tasks and work with Chinese language sources stimulates flexible translational thinking. The modular organization of practice by cultural areas has proven particularly effective. The conclusions confirm the feasibility and efficacy of updating translatorsʼ professional language practice through a linguocultural approach. Key barriers to its implementation include methodological fragmentation, a shortage of instructional resources for Chinese, and the absence of adaptation models of language practice for learners with special educational needs. Future research should focus on developing adaptive linguocultural practice models for inclusive settings, creating digital resources for translation work with Chinese and other languages, and empirically assessing the dynamics of studentsʼ intercultural competence development.