The paper examines in a critical light the approaches and theoretical grounds of certain educational projects seeking to promote “intercultural competence” in translators, both in Russia, the contributors’ home country, and in Western Europe, as exemplified by a European Union project. Some textbooks as well as teaching material and recommendations are placed under scrutiny for consistency, relevance and value to the training of professional translators/interpreters, especially at postgraduate level. It is shown that some guidelines presented as an improvement on current translation teaching practices repeat or repackage ideas developed decades ago by Russian and Bulgarian translatologists. The paper argues that there is no special need for artificially implanting or isolating an “intercultural communication” module in translation teaching, as translation is itself a primary form of international and, therefore, intercultural communication, and the best practices of its teaching, at least in the leading translator/interpreter schools of Russia, have incorporated the cultural component in harmony with other essential translation competences for at least half a century.

中文翻译：

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“跨文化交际”教学模块的辉煌与不幸

本文以批判性的眼光考察了某些教育项目的方法和理论基础，这些项目旨在在翻译者的祖国俄罗斯和西欧，以提高翻译人员的“跨文化能力”为目标，以欧盟项目为例。对某些教科书以及教学材料和建议进行了审查，以确保培训专业笔译/口译人员的一致性，针对性和价值，特别是在研究生阶段。结果表明，作为对当前翻译教学实践的改进而提出的一些指导原则，是对俄罗斯和保加利亚翻译学家几十年前提出的想法进行了重复或重新包装。该论文认为，在翻译教学中不需要人工植入或隔离“跨文化交流”模块，