Translation as a part of translanguaging

Abstract

The article examines the relationship between translation and translanguaging in the context of multilingual communication and contemporary translator education. Modern linguistic and pedagogical approaches increasingly challenge the traditional understanding of languages as isolated systems with rigid boundaries. Instead, translanguaging presents multilingual communication as a dynamic process in which speakers employ their entire linguistic repertoire to construct meaning. Within this paradigm, translation is interpreted not merely as the transfer of information from one language into another, but as an interactive meaning-making activity shaped by cultural, social, and communicative factors. The paper analyzes the theoretical foundations of translanguaging developed in contemporary sociolinguistics and bilingual education studies and explores the ways in which translanguaging practices can enrich translators’ training. Special attention is devoted to the role of metalinguistic awareness, intercultural mediation, flexibility of language use, and multimodal communication in the professional formation of future translators. The study also outlines practical strategies implemented at the Department of English Philology and Translation of Petro Mohyla Black Sea National University aimed at creating a productive translanguaging environment in translator education. The author argues that translanguaging allows students to develop not only linguistic proficiency but also critical thinking, creativity, and intercultural competence necessary for professional activity in multilingual societies. Translator education grounded in translanguaging principles encourages students to perceive language as a fluid communicative resource rather than a closed system. Prospects for further research include the application of translanguaging approaches in the development of intercultural competence among students of non-linguistic specialties.