Towards a New Curriculum for Teaching Didactic Translation in Foreign Languages Departments at Algerian Universities

Abstract

This research addresses the challenge of teaching the didactic translation module in foreign languages departments, considering the technological advancements in translation tools. Its significance lies in leveraging these developments to enhance the module curriculum. The study aims to identify gaps in the current curriculum for teaching and learning didactic translation, propose improvements, assess the competencies being taught, suggest additional competencies, and develop a comprehensive curriculum for the module. To achieve these objectives the research relied on   theoretical investigation, a critical analytical study of the third-year French undergraduate curriculum, and content analysis tools. The findings reveal several shortcomings in the current curriculum, including poor organization, insufficient progression of lessons, luck of activity diversity, and complete neglect of technological tools. This limits the competences learners can acquire. The study highlights the effectiveness of integrating technological tools such as Machine Translation, AI- assisted translation, CAT Tools, proofreading software, and search engines These tools not only enhance existing skills but also foster new, particularly technological competencies by motivating learners and creating an active, interactive environment. This research stresses the importance of adopting a new comprehensive curriculum that incorporates diverse practical activities, combining human translation with machine and computer -assisted translation. The study recommended revising the didactic translation curriculum at all levels in foreign language departments and updating it by integrating technological tools into practical activities to maximize its effectiveness.