THE ROLE OF DIFFERENTIATED INSTRUCTION IN DEVELOPING TRANSLATION COMPETENCE

Abstract

This article investigates the pedagogical value of differentiated instruction in fostering translation competence among students in translator training programs. Drawing upon constructivist and learner-centered theories, the article explores how differentiated approaches – through content, process, product, and learning environment – can address diverse cognitive styles, proficiency levels, and learning needs. The article argues that differentiated instruction is not only compatible with the multi-componential nature of translation competence but essential for equipping future translators with the critical thinking, linguistic agility, and intercultural awareness required in today’s complex and diverse communicative landscapes.