This article explores the importance of teaching translation theory and practice to Uzbek future English teachers at the university level. It discusses the pedagogical value of translation as a cognitive, communicative, and cultural process. The article examines how translation instruction develops linguistic competence, intercultural awareness, critical thinking, and professional readiness. It also analyzes methodological approaches used in translation training, including comparative analysis, functional methods, contrastive linguistics, and project-based learning. The study emphasizes that translation is not only a linguistic skill but an essential element of language pedagogy in Uzbekistan’s multilingual context. It concludes that systematic instruction in translation theory and practice plays a vital role in preparing competent, culturally sensitive, and academically grounded English language teachers.

translation theory, translation practice, English teacher education, pedagogical competence, contrastive linguistics, bilingualism, intercultural communication.

Catford, J. C. (1965). A linguistic theory of translation. Oxford University Press.

Hatim, B., & Mason, I. (1990). Discourse and the translator. Longman.

Leonardi, V. (2010). The role of pedagogical translation in foreign language learning. Peter Lang.

Newmark, P. (1988). A textbook of translation. Prentice Hall.

Nida, E. A., & Taber, C. R. (1969). The theory and practice of translation. Brill.

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

Venuti, L. (1995). The translator’s invisibility: A history of translation. Routledge.