The Implementation of a Competency-Based Approach in Teaching Translation at the Algerian University: Reality and Perspectives

Abstract

The translation industry is rapidly evolving due to increased mobility in academic and professional contexts, resulting in a growing demand for curricula that address societal needs and foster international communication. Translation training must therefore integrate teaching models that emphasize competency-based approaches and adopt an integrated methodology for teaching and learning. This study aims to assess translation teachers' awareness of the Competency-Based Approach (CBA) and their ability to implement it in the classroom. It also seeks to evaluate student participation in classroom activities and identify obstacles to the effective application of this approach. Data were collected via a survey administered to 20 translation instructors in Algerian higher education institutions and analyzed using a descriptive-analytical method. The findings indicate that Algerian universities are not effectively implementing the CBA in translation instruction. A significant number of educators lack awareness of the approach, primarily due to inadequate training, which hinders its application. Moreover, low student engagement in classroom activities points to the need for improved pedagogical strategies. The study highlights the importance of thorough preparation before adopting the CBA and identifies key factors that obstruct its successful implementation.