<![CDATA[Translation pedagogy has shifted from teacher-centered to practice-oriented approaches, yet a gap remains between theoretical knowledge and professional practice in translator education. While Contextual Teaching and Learning (CTL) has been applied in general language education, few studies have integrated CTL principles into translation instruction through internship programs. This qualitative case study examined the integration of CTL principles into a translation internship program and its impact on students' translation competence and professional identity formation. Twelve undergraduate translation students at Universitas Muria Kudus, Indonesia, participated in a three-month internship program. Data were collected through reflection questionnaires and supervisor assessments. Findings revealed significant improvement in translation competence, with self-assessment ratings shifting from "fair" to "good" or "very good." Supervisor evaluations confirmed high achievement in both working attitude (average 80.42) and translation quality (average 79.17). Students reported increased on-task relevance, improved project management skills, and enhanced professional identity formation. The study concludes that CTL-based internship programs effectively bridge the gap between theoretical knowledge and professional practice. Recommendations include integrating structured internships into translation curricula and providing sustained mentorship for professional identity development.]]>
