INTERCULTURAL ASPECT OF TRANSLATION TEACHING INTRODUCING INTERCULTURAL COMMUNICATION INTO THE TEACHING OF TRANSLATION* Robin Cranmer University of Westminster, 309 Regent Street London W1B 2HW, UK This article examines how the teaching of translation at university level can come to include the systematic development of intercultural skills. <...> It will do this initially by presenting the methodology and outcomes of a European Union funded project entitled ‘Promoting Intercultural Competence in Translators’. <...> This will be followed by an explanation of key theoretical principles which underlay the project and which were embodied in a ‘good practice guide’ at its conclusion. <...> The project produced three key outputs freely available on the project website aimed to help university lecturers in Translation to enhance the development of students’ intercultural skills — a ‘curriculum framework’ (syllabus), teaching materials and assessment materials, for each of which the theoretical/pedagogical underpinning will be explained and examples provided. <...> A significant number of researchers within Translation Studies as well as translators and teachers of Translation have developed interests in this ‘intercultural dimension’. <...> Within Translation Studies influential theorists like Bassnett (2014) and Baker (2011) have long presented Translation as involving subtle interplay between linguistic and cultural features and have as such recognised, at least implicitly, the intercultural dimension of the practice of translators. <...> Similarly, many have come to recognise the impor* The ‘PICT’ project explained and evaluated in this article was carried out with the support of the Lifelong Learning Programme of the European Union (project number 51781-LLP-1-2011-1UK-ERASMUS-EMCR). 155 Russian Journal of Linguistics, Vestnik RUDN, 2015, N. 4 tance of including an intercultural dimension in translator training. <...> It aims to contribute to debates on how the intercultural skills of students of Translation can best be developed. <...> A EUROPEAN PROJECT — BACKGROUND, METHODOLOGY AND KEY PRINCIPLES The background framework of the project was as follows. <...> The bid was duly accepted and the two-year project entitled ‘Promoting Intercultural Competence in Translators’, abbreviated as ‘PICT’, commenced in 2011. <...> The core of what the project produced was a form of syllabus, termed a ‘curriculum framework’, for the teaching of Intercultural Competence to translators, materials to teach it and assessment materials for evaluating students’ intercultural skills, all of which will be explained later. <...> The curriculum <...>