Podejście międzykulturowe a rozwijanie kompetencji translatorskiej

This paper deals with the development of translator competence, comprising a group of both cognitive and practical sub-competences, at university level. According to the model of translodidactics, pro-posed by F. Grucza (2004), the central determiner of attainment in translation pedagogy is a set of skills to be developed in a student translator. This set embraces linguistic-cultural skills, translation skills as well as other skills which may significantly affect the degree to which students master translation. The author of this paper will focus, in particular, on the possibility of developing 4 major groups of translator competences ‒ based on competence models proposed by PACTE group (2003) or EMT expert group (2009) and pertaining to: language, culture , text and translation problem-solving ‒ with the implementation of ethnographic, empirical, dialogic and comparative teaching methods, derived from M. Byram's (1997, 2008) Intercultural Approach to foreign language teaching.