Monograph Review: Popova N.V., Stepanova M.M. (gen. eds.). Teaching Translation in a Multidisciplinary University: a Collective Monograph. St. Petersburg, Polytech Press, 2023, 207 p.

Importance. The scientific relevance of this publication for the academic community is driven by the need to analyze the topic of translation training in a multidisciplinary university in the third decade of the 21st century, alongside the emergence of broad discussions on translation pedagogy. This contributes to improving personnel training in higher education for multidisciplinary education, which is particularly relevant today.

Materials and Methods. The pedagogical source is a monograph by an experienced team of instructors from two prestigious universities: Moscow State Institute of International Relations and the Institute of Humanities of Peter the Great Saint Petersburg State Polytechnic University. The editors and compilers are N.V. Popova, deputy editor-in-chief of the journal “Issues of Methodology in Higher Education”, and M.M. Stepanova, an experienced coordinator and participant in numerous conferences on translation training and translation competitions. The method of preparing the review involved an analysis of the monograph from the perspective of its place in modern pedagogical science.

Results and Discussion. The primary outcome was the presentation to the scientific pedagogical community of the significance and relevance of the monograph on methods of teaching translation at the university level for students of both non-linguistic and linguistic specialties at the undergraduate, graduate, postgraduate, and professional development levels. This encompasses: the application of diverse translation practices in teaching non-linguistic students, fostering the development of their translation competence; the integrated teaching of translation and publication activities for non-linguistic postgraduate students; the use of information resources – both physical and virtual, including corpus data – for teaching translation at all university levels; the combination of translation theory and practice in training participants of professional development programs; the organization of motivational events, such as translation competitions and trainings on psychological resilience for translators.

Conclusion. The collective monograph presents research that allows for conclusions to be drawn about current trends in translation pedagogy within a multidisciplinary university. At the same time, there are debatable issues that require further discussion.