Cultural And Technological Challenges Of Literary Translation In Teaching French As A Foreign Or Second Language (ffsl): A Pedagogical Tool In The Digital Age
Auteurs : Slimani Hafida .
Résumé
The impact of literary translation on the acquisition of French as a foreign or second language lies at the heart of this inquiry, with sustained attention to its sociocultural and technological dimensions. Drawing on a mixed-methods design that combines qualitative observation with quantitative assessment, this study explores how the translation of Francophone literary texts - selected for their cultural density and pedagogical richness - can meaningfully deepen learners' linguistic and intercultural competencies. We argue that digital tools, far from being mere technical accessories, fundamentally reshape the conditions under which literary translation is practiced and learned. Computer-assisted translation software, textual databases such as Frantext, and collaborative platforms were mobilized not as ends in themselves, but as mediating instruments whose pedagogical value was rigorously assessed through pre- and post-intervention translation tasks evaluated against a four-dimensional rubric. The results are encouraging: learners who engaged in digitally supported literary translation activities demonstrated tangible gains in lexical precision, syntactic fluency, and - most strikingly - in their capacity to navigate culturally embedded expressions that resist transparent rendering. Teacher feedback, for its part, pointed to a renewed sense of professional engagement with literary texts once digital tools were introduced into the equation. These findings carry concrete implications: literary translation deserves a more deliberate and sustained place in FFSL curricula, and teachers need targeted professional development to harness its full potential. Much, however, remains to be done — particularly in terms of longitudinal assessment and the adaptation of these practices to underserved educational contexts where digital access cannot be taken for granted.
Mots clés
Cultural Competencies ; Linguistic Competencies ; French as a Foreign Language (FFSL) ; Social and Human Sciences ; Literary Translation
