DOES PEDAGOGIC TRANSLATION PROMOTE LINGUISTISC AND INTERCULTURAL COMPETENCE?

Authors

  • Anwar Benmoqadem Ibn Tofail University, Morocco
  • Bani Koumachi Ibn Tofail University, Morocco

DOI:

https://doi.org/10.46827/ejel.v10i1.6000

Keywords:

pedagogic translation, intercultural understanding, EFL, CPGE

Abstract

In today’s world, globalized more than ever, intercultural understanding has become the bedrock of peaceful and successful communication across borders and a crucial element of language education. Translation activities naturally combine language ability and cultural awareness. This paper investigates whether Moroccan EFL teachers in the CPGE (Preparatory Classes for Engineering and Management Schools) believe that pedagogic translation fosters intercultural awareness among their students. To that end, this paper draws on both theoretical background and quantitative data collected from CPGE teachers. The review of literature provided in this paper provides theoretical evidence to believe that pedagogic translation enhances cultural understanding. However, the statistical data collected from the teachers does not consolidate those beliefs. This paper concludes that even though pedagogic translation has been advocated in major theoretical studies as a promoter of intercultural understanding, the results from the CPGE teachers in this study do not support that assumption.

 

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Author Biographies

  • Anwar Benmoqadem, Ibn Tofail University, Morocco

    Anwar Benmoqadem is an English Teacher at the CPGE (Classes Préparatoires Aux Grandes Écoles) in Marrakesh, Morocco. He is interested in Language Education, Special Education, English for Specific Purposes, and Curriculum Development.

  • Bani Koumachi, Ibn Tofail University, Morocco

    Bani Koumachi is a Professor at the Department of English Studies, School of Languages, Humanities and Arts, Ibn Tofail University, Kenitra, Morocco. Among his interests are Teaching Methods, Teacher Education, Educational Technology, Secondary Education, Language Education, Special Education, and Cultural Studies.

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Published

2025-05-03

Issue

Vol. 10 No. 1 (2025)

Section

Articles

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