The article is devoted to the development of professional translators’ education. The research considers two teaching models. One of them is based on the concept of translation space. The study demonstrates how teaching students to analyze various semantic fields of translation space promotes a gradual development of professional translator’s competencies. The second model represents the potential of using interpreter’s note-taking as a means of processing semantic information in the process of interpretation. The authors argue that teaching both translation and interpreting within a single curriculum is a common practice in the Russian universities. However, despite having common goals, these two professional activities each requires a certain set of professional competencies, as well as the application of different professional tools. According to the authors’ viewpoint, reconstructing a professional reality in the classroom may promote the improvement of professional skills in the most natural educational environment. In conclusion, the authors describe methodological solutions to integrate translation and interpreting teaching models into the educational process by means of project-based learning.
