TRANSLATION AS A TOOL FOR TEACHING ACADEMIC DISCOURSE AND INTEGRITY PRINCIPLES

Abstract

The article examines translation as a pedagogical instrument for developing competence in academic discourse and principles of academic integrity within higher education. The study addresses a significant problem widely discussed in contemporary scholarship: learners who study academic writing in a foreign language often struggle simultaneously with rhetorical conventions and with ethical source use. These difficulties highlight the need for an integrated instructional approach that develops both discourse skills and ethical awareness. The purpose of the article is to substantiate the role of translation as an effective tool that supports the formation of academic discourse competence together with responsible and transparent scholarly communication. The research offers a complex analysis of previous studies and presents an experimental investigation conducted among Master students of translation. The results demonstrate that the translationintegrated model leads to substantial improvements in coherence, cohesion, genre organization, and citation accuracy. The findings also reveal a notable decrease in similarity indices detected by plagiarism software and a significant rise in students’ understanding of ethical paraphrasing and responsible source use. Through qualitative reflection, students reported heightened awareness of academic voice, argumentation patterns, and authorial responsibility. The novelty of the article lies in proposing a unified pedagogical framework in which translation functions simultaneously as a linguistic, rhetorical, and ethical scaffold. Unlike previous research, which typically treats discourse development and integrity formation separately, this study shows their interconnected nature and proves the effectiveness of translation as a comprehensive educational strategy. The article offers practical implications for designing academic writing and translation courses that foster both professional competence and ethical academic identity.