Cahiers de Traduction
Volume 32, Numéro 2, Pages 269-281
2026-06-10
Literal Translation In Translator Training: Pedagogical Implications And Institutional Constraints In Algerian Higher Education
Authors : El Ghodban Al Hussain . El Ghodban Al Hassan .
Abstract
The persistence of literal translation practices in translator training remains a critical issue in contexts where traditional linguistic paradigms continue to dominate. This article investigates the overreliance on literal translation in Algerian universities and examines its impact on both translation quality and the development of professional competencies among students. Drawing on a qualitative case study informed by curricular analysis, pedagogical observation, and institutional context, the study identifies a set of interrelated factors underlying this phenomenon. These include the predominance of instructors with legal translation backgrounds, the legacy of linguistics-oriented teaching models, and the limited integration of contemporary translation didactics. The findings suggest that literal translation is often unconsciously normalized as a default strategy, leading to reduced functional adequacy, pragmatic failure, and limited student autonomy. By mobilizing competence-based frameworks and functionalist theories, the article argues for a paradigm shift in translation pedagogy from form-oriented equivalence to purpose-driven and context-sensitive practices. The study concludes with targeted recommendations for curriculum reform, teacher training, and pedagogical innovation, aiming to align Algerian translation programs with international standards and professional realities.
Keywords
literal translation ; translator training ; translation pedagogy ; competence-based approach ; translation quality
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