Communicative and linguistic translation tools for academic adaptation of educational migrants in crisis conditions
Abstract
The article is devoted to solving the urgent scientific and methodological problem of adaptation of migrants to living conditions in a new socio-cultural space, which is caused by the current crisis conditions that have developed in Europe and the world and pose a threat not only to the health, but also to the lives of millions of people. A significant part of migration flows is made up of students who master their future profession at foreign universities, in particular in Polish higher education institutions.
Modern approaches to determining the structure of communicative competence of an educational migrant, types of adaptation, and tasks of language training are analyzed. The level of proficiency in the language of instruction is the main factor of the success of the educational process. It has been found that todayʼs conditions require clarification of the composition of participants of the academic adaptation of foreign students. The authors believe that at the initial stage of the adaptation process, the role of translators increases significantly. The requirements for the structure of communicative competence of an educational migrant and the professional and communicative competence of a translator have been clarified. A list of actual communicative situations in the domestic, educational, professional, administrative, socio-cultural spheres of communication is determined, examples of lexical units that will ensure the implementation of communicative tasks are provided.
For the formation of professional translation competence, the development of communicative and linguistic tools is proposed: the creation of an educational complex consisting of a syllabus of an elective discipline, a manual, the theoretical and practical sections of which will provide linguistic and methodical guidelines for the formation of interpretation and translation skills in situations of adaptation of educational migrants. It is also proposed to add a complex dictionary of a new type to the toolkit, which will combine the characteristics of different types of lexicographic works and perform the task of interpreting and explaining current lexical units.
The developed linguomethodical principles for the creation of an educational complex for the formation of professional and communicative competence of translators can become an invariant model for the creation of variable methodical materials for teaching translation from/into other languages.
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References
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