Er, Elif Kemaloğlu2025-01-062025-01-0620232149-560210.31464/jlere.1319784https://doi.org/10.31464/jlere.1319784https://search.trdizin.gov.tr/tr/yayin/detay/1206639https://hdl.handle.net/20.500.14669/707In English preparatory programs of English medium instruction (EMI) universities, it is significant to give content-based instruction to students related to their majors. By doing so, students can both improve in English and increase their knowledge and experience in their field of study and become more prepared for their future studies. On the other hand, it is not so common in the tertiary-level English preparatory programs in Türkiye to arrange curricula related to students’ majors. This study aims to integrate translation-related training and practices into the preparatory program of Translation and Interpreting major students studying at an English-medium university through a project-based framework and test the perceived effectiveness of these applications through students’ reflection papers and translation outcomes. The data analyzed by qualitative content analysis show that integrating meaningful and purposeful content related to the students’ majors into English preparatory programs may lead to a productive process serving students’ needs. Keywords: Content-based instruction, English preparatory programs, English-medium instruction (EMI), Tertiary-level education, Translation in English language teachingeninfo:eu-repo/semantics/openAccessEnglish-medium instruction (EMI)English preparatory programsContent-based instructionTertiary-level educationTranslation in English language teachingArticle361234512066399