The teaching of foreign languages and translation requires the integration of cultural knowledge to develop effective communication skills. This article examines the role of sociolinguistic competence in translator education, highlighting its significance for intercultural communication. Drawing on theories of intercultural communication, sociolinguistics, and translation pedagogy, the paper argues that the development of sociolinguistic competence enables learners to bridge linguistic and cultural differences, prevent misunderstandings, and produce contextually appropriate translations. The article further explores strategies for enhancing sociolinguistic competence in translator training and emphasizes its role in preparing professionals for multilingual and multicultural contexts.  

Sociolinguistic competence, intercultural communication, translation pedagogy

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Sage.

House, J. (2015). Translation quality assessment: Past and present. Routledge.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.

Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.

Nord, C. (1997). Translating as a purposeful activity: Functionalist approaches explained. St. Jerome.

Piller, I. (2011). Intercultural communication: A critical introduction. Edinburgh University Press.

Uril, A., et al. (2020). Developing sociolinguistic competence in translation training. Journal of Translation Studies, 14(2), 55–72.