JournalThe Journal of Languages & Translation is an international biannual, peer-reviewed open-access Journal issued by the Laboratory of Information and Communication Technologies in the Teaching of Foreign Languages and Translation (TICELET), Faculty of Foreign Languages, Hassiba Benbouali University of Chlef Algeria. Journal of Languages & Translation is a distinguished journal committed to publishing high-quality and original research in English, Arabic, French, and Spanish. Covering the latest developments in linguistics, literature, and translation. the journal serves as a platform for scholarly exploration and advancement.
Needs Analysis of Medical Educators’ Readiness and Perspectives on EMI-Based In-Service University Training at the Faculty of Medicine, Batna 2 University
This study investigates Algerian medical educators’ readiness and perspectives on implementing English as a Medium of Instruction (EMI) at the Department of Medicine, Batna 2 University, Algeria. It seeks to examine educators’ attitudes toward the ongoing shift from French to English in higher medical education and to assess their level of preparedness for this linguistic and pedagogical transition. The study also explores the challenges associated with EMI implementation, with particular emphasis on in-service training and professional development. Adopting a descriptive-analytical approach, the research collected both quantitative and qualitative data through a structured questionnaire distributed through Google Forms. The questionnaire was administered to a representative stratified random sample of 160 medical educators and was validated through a pilot focus group to ensure reliability and clarity. The findings indicate that the majority of participants hold positive attitudes toward EMI, with 76.3% expressing support for replacing French with English as the primary language of instruction in Algerian medical education. However, the results reveal a readiness paradox: despite favorable perceptions, only about half of the respondents feel sufficiently prepared to transition to EMI. Participants reported stronger reading and writing skills compared to weaker oral proficiency, particularly in speaking and pronunciation. Limited English proficiency, lack of pedagogical training, insufficient resources, and cultural considerations were identified as major obstacles. Most educators emphasized the urgent need for structured in-service training programs focusing on Medical English and EMI-specific pedagogy for both teachers and students. The study concludes that successful EMI implementation requires comprehensive professional development, institutional support, and policy alignment that balances global academic demands with local educational realities. It further recommends conducting similar research with medical students to support a more effective and context-sensitive EMI transition in non-English-speaking higher education contexts.
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A Linguistic Stylistic Analysis of Transitivity Processes in Selected Excerpts in Audee T. Giwa’s From Fatika with Love
This study explores Giwa’s deployment of Transitivity patterns in his novel From Fatika with Love in order to demonstrate how linguistic choices contribute to the construction and differentiation of narrative structure. Adopting a qualitative research design with a descriptive analytical approach, the study draws its data from carefully selected chapters and textual segments of the novel through purposive sampling. The theoretical framework is grounded in M. A. K. Halliday’s Systemic Functional Linguistics (1994), with particular emphasis on the Transitivity system within the ideational (experiential) metafunction. The analysis reveals that Giwa strategically distributes process types to organize events, characterize participants, and guide readers’ interpretation of the unfolding story. Material processes emerge as the most dominant, propelling the plot forward through actions and events that shape the protagonist’s experiences. Mental processes are skillfully employed to uncover characters’ inner thoughts, emotions, desires, and motivations, thereby deepening psychological insight. Relational processes establish identities, attributes, and social contexts, while verbal processes structure dialogue and interpersonal exchanges. Behavioral processes subtly reflect attitudes and physiological responses, and existential processes function to introduce settings and situate key moments within the narrative world. The interplay and frequency of these processes not only structure the sequence of events but also foreground moral, social, and religious values embedded in the text. Through this linguistic patterning, Giwa traces the protagonist’s journey amid materialism, exploitation, and moral conflict. Ultimately, the Transitivity analysis provides a nuanced understanding of how grammatical choices shape narrative meaning and influence readers’ perception of themes and character development.
Beyond Words: The Impact of Pragmatic Instruction on Arabic-English Translation Skills
This study explores the significance of pragmatic competence in translation education among first-year Algerian students majoring in Arabic–English translation. It highlights the difficulties these learners encounter when relying heavily on literal translation strategies that overlook culturally embedded meanings and contextual nuances. Such strategies often result in pragmatic failure, particularly when students transfer communicative norms directly from Arabic into English or vice versa without considering differences in politeness, directness, and social expectations. The research procedure involved a two-phase assessment. Initially, students were asked to translate a set of carefully selected expressions and short situational utterances before receiving any formal instruction in pragmatics. Their translations revealed frequent breakdowns in meaning, especially in rendering speech acts such as requests, refusals, and compliments. The instructional phase then introduced explicit pragmatic principles grounded in Speech Act Theory and Grice's Cooperative Principle. These frameworks were used to explain how meaning extends beyond literal wording and how implicature, politeness strategies, and conversational maxims shape interpretation across cultures. Following explicit instruction, students’ translations were reevaluated. The findings demonstrate statistically significant improvement in their pragmatic performance. Learners showed greater awareness of differences between Arabic politeness conventions and English communicative directness, improved identification of culture-bound speech acts, and enhanced sensitivity to register and levels of formality. They also became more capable of selecting contextually appropriate equivalents rather than mechanically transferring lexical items. The study recommends integrating pragmatic competence into first-year translation curricula through contextualized translation tasks, cross-cultural awareness activities, corpus-based analysis of authentic discourse, and collaborative learning projects that explore pragmatic variation. In Algeria’s multilingual context (Arabic–Berber–French), strengthening pragmatic awareness is essential for improving translation accuracy, intercultural communication, and overall professional competence in language mediation.
Exploring the Influence of AI-Powered Tools on English-Medium Instruction: A Case Study of Teachers' Perspectives on Magic School AI
This study explores the role of Artificial Intelligence (AI) tools in enhancing the effectiveness of English as a Medium of Instruction (EMI) in higher education. With the increasing integration of English in non-native academic contexts, the research investigates how AI technologies—such as language models, speech recognition systems, and intelligent tutoring platforms—support both instructors and students in overcoming linguistic and pedagogical challenges. Through a qualitative methodology involving literature review and Survey analysis, the study identifies AI’s potential to personalise learning, improve language proficiency, and foster learner autonomy. It further examines how AI tools facilitate real-time feedback, pronunciation accuracy, and vocabulary development, thereby strengthening the overall EMI experience. Findings reveal that while ChatGPT remains the most utilized tool (93.3%), Magic School AI shows significant potential for reducing teacher workloads through automated lesson planning and personalized feedback. Educators reported that AI integration enhances student engagement, language proficiency, and content accessibility. However, the data also highlights a general lack of familiarity with education-oriented AI tools; 80% of respondents were unfamiliar with Magic School AI. The results also suggest that the strategic integration of AI in EMI environments not only improves comprehension and communication but also effectively bridges the gap between language competence and subject mastery. The research also acknowledges critical challenges, such as technological accessibility, ethical concerns regarding academic integrity, and the urgent need for specialised instructor training. The paper concludes that while AI tools like Magic School AI are not are not a solution for all educational requirements, they offer valuable support in modern EMI environments when integrated thoughtfully and strategically. Ultimately, the study provides practical recommendations for future research and pedagogical practices aimed at optimising AI utilization to create more inclusive and effective multilingual academic environments.
From Revelation to Recontextualization: Linguistic Transformations of Prophetic Leadership in Contemporary Intercultural Discourse
This paper examines how the language of prophetic leadership—drawn from the Qur’an, Hadith, and classical authors (e.g., Al-Ghazali, Al-Mawardi)—is recontextualized linguistically into contemporary intercultural and ethical leadership discourse. Using a Critical Discourse Analysis (CDA) framework, we analyze specific linguistic features—word choice, rhetorical style, register, dialogic structure, and metaphors—to mediate this cultural transfer. Drawing on Fairclough’s notion of recontextualization—the appropriation and transformation of one social practice within another—we demonstrate how Qur’anic and Ḥadith tropes (e.g. mercy/raḥma, consultation/shura, and exemplarity) are selectively shifted into modern leadership texts. For example, terms like fariḍa (obligation) and amana (trust) are recast in managerial jargon (e.g., “duty,” “accountability”), while parables and metaphors (e.g., human communities as ummah, or “body” in Islamic discourse) are reworked into secular analogies (e.g. “stakeholder community,” “organizational body”). We also consider dialogic patterns: Prophetic Ḥadith often appear as question-and-answer or exhortative dialogues, whereas modern leadership manuals adopt a more didactic, monologic tone. Our findings, grounded in classic Islamic sources and modern discourse theory (Fairclough, Van Leeuwen, Linell), reveal both continuity and innovation. Ethical virtues from prophetic discourse persist as ideals of justice, compassion, and consultation but they are remediated through new genres of managerial communication. This study proposes a model for analyzing how sacred leadership discourse is conveyed. Secularized across cultures, and discusses implications for intercultural leadership education.
Has Martin Luther King Jr.’s Dream Come True? Tracing Historical and Contemporary Interpretations
Delivered in 1963 during the March on Washington, Martin Luther King Jr.’s I Have a Dream speech has left an enduring legacy in American history. It powerfully exposed the suffering of millions of African Americans who faced systemic discrimination, segregation, and denial of fundamental rights. King emphasized that, one hundred years after the Emancipation Proclamation, Black Americans were still deprived of essential civil rights such as freedom, equality, justice, and economic opportunity. By invoking the promises of the American Constitution and Declaration of Independence, he framed civil rights not as special privileges, but as guaranteed rights owed to every citizen. The speech was received in complex ways. For many African Americans and civil rights activists, it became a source of hope, unity, and moral strength, energizing the broader Civil Rights Movement. However, some political figures and institutions perceived King’s activism as disruptive or even threatening to national stability during a tense Cold War climate. As a result, the Federal Bureau of Investigation (FBI) initiated surveillance operations targeting King and other leaders of the movement, reflecting the suspicion and resistance that surrounded calls for racial justice. This paper examines how public and political interpretations of King’s speech have evolved nearly six decades later. Now regarded as one of the most iconic pieces of American rhetoric, the speech is frequently celebrated in educational, political, and cultural contexts. Yet, a critical analysis reveals both progress and ongoing challenges. While significant legal advancements have been achieved, disparities persist in income levels, incarceration rates, access to quality education, and employment opportunities within the Black community. Using historical and comparative analytical methods, this research traces shifts in discourse and public perception over time. It argues that although the legal framework of civil rights has improved, structural inequalities remain. Ultimately, the study concludes that Martin Luther King Jr.’s dream continues to serve as both a milestone of progress and a reminder of unfinished work toward genuine equality.
Intercultural Competence in Language Education: Challenges and Strategies for Effective Didactics
Intercultural competence is a very important part of good language education, especially in today's globalised world where people from different cultures live and work together. Intercultural competence gives students the skills they need to deal with people from different cultures. This study looks at the problems and solutions for improving the intercultural skills of English as Foreign Language students at Amar Telidji University of Laghouat. A structured questionnaire with 13 main questions was given to a group of 90 students to find out what they thought about cultural awareness, teaching methods, diversity in the classroom, and teacher training in intercultural education. Data analysis and interpretation shows that students are not truly aware of other cultures and that traditional teaching methods and teacher preparedness are not enough to help them become more interculturally competent. Based on these results, the study suggests that language education should include intercultural competence through new teaching methods like interactive learning activities, the use of digital tools, and thorough assessment methods. Additionally, it emphasizes the importance of teacher training programs focused on intercultural education to equip instructors with the necessary knowledge and skills. This study adds to the ongoing conversation about cultural education in language classrooms and gives useful advice on how to improve Algerian EFL programs so that students are better prepared to participate meaningfully in globalised settings. By fostering intercultural competence, students can become more effective communicators in diverse and multicultural environments, thus, contributing positively to both their personal and professional growth in an interconnected world.
Modality in the Independence Day Speeches of John Dramani Mahama and Nana Addo Dankwa Akufo-Addo
This study examines the deployment of modality in Ghanaian Independence Day speeches as a strategic linguistic resource for constructing authority, negotiating interpersonal relations, and mobilizing national sentiment. Drawing on eight Independence Day speeches delivered by two Ghanaian presidents, John Dramani Mahama (JDM) and Nana Addo Dankwa Akufo-Addo (NADAA), the eleventh and twelfth presidents of the Fourth Republic respectively, the study adopts Halliday’s Systemic Functional Linguistics (SFL) as its theoretical framework, with a particular focus on the interpersonal metafunction. Using Bybee, Perkins and Pagliuca’s (1994) four-way classification of modality (epistemic, agent-oriented, speaker-oriented, and subordinating modality), the study systematically analyses how modal expressions encode stance, commitment, obligation, and persuasion within this underexplored genre of political discourse. The analysis reveals that epistemic modality is the most frequently employed modality type, enabling the presidents to project confidence, certainty, and authoritative knowledge in their propositions. Agent-oriented modality is strategically used to express obligation, necessity, ability, and desire, thereby assuring citizens of presidential commitment to national development and democratic responsibility. Speaker-oriented modality functions to issue directives, admonitions, permissions, and optatives, reinforcing presidential authority while simultaneously fostering inclusivity and civic engagement. Subordinating modality, though least frequent, serves an important rhetorical function by invoking hypothetical and conditional scenarios that encourage patriotism and collective responsibility. A comparative analysis further shows that while NADAA’s speeches are characterized by assertive, obligation-driven modality that emphasises authority and decisiveness, JDM’s rhetoric exhibits a more aspirational and emotive orientation, relying on hypotheticals and motivational appeals to inspire national cohesion. The study demonstrates the analytical strength of SFL in examining commemorative political speeches and highlights modality as a central interpersonal resource in political discourse.
Navigating the Crossroads: English as a Medium of Instruction and Integrated Learning in Algerian Higher Education
The recent top-down mandate for English as a Medium of Instruction (EMI) in Algerian higher education, reflecting a global drive for internationalization, has rapidly created a critical and widening policy-practice gap. This systemic failure, rooted in decades of turbulent language policy history, requires specialized diagnosis beyond logistical challenges. This study employs a critical integrative literature synthesis, utilizing historical policy analysis alongside emerging empirical data, to diagnose the systemic root causes of this crisis and construct a robust conceptual framework. The analysis is guided by three interlocking theoretical lenses: the pedagogical necessity of CLIL (Content and Language Integrated Learning), the deep resistance stemming from ingrained teacher cognition, and the unrealized potential of translanguaging as a multilingual asset. The study argues that the crisis is a systemic collision resulting from four core failures: the historical repetition of a disruptive "policy shock" approach, echoing the past Arabization campaign; the profound cognitive dissonance where content lecturers’ professional identity clashes with the complex, hybrid demands of CLIL; the pervasive suppression of organic L1 use, creating a deficit subtractive approach that increases student cognitive overload; and critical institutional misalignment within university structures. The study concludes that a sustainable path requires shifting the paradigm from EMI as simple language replacement to a deep, integrated pedagogical reorientation. It recommends comprehensive multi-level reforms, including a strategic pause for carefully monitored pilot programs, massive investment in sustained professional development targeting teacher cognition, and the critical realignment of institutional structures to leverage the nation's rich linguistic repertoire for truly equitable internationalization.
Perceptions and Attitudes Towards English as a Medium of Instruction Among Algerian University Teachers: Case of Yahia Fares University of Medea
Over the last two decades, English as a medium of instruction (EMI) in higher education has become a global phenomenon owing to the increasing significance of English as a means of communication for academic, scientific and professional purposes. This shift is not limited to one country, it also concerns Algeria where the use of English became more dominant in higher education. However, teachers’ perceptions towards this linguistic shift are still under-researched. This article aims to gain insights into how English influences education quality and explore the various challenges faced by teachers in this process and understand the factors affecting teachers’ attitudes and perceptions towards this transition. The study adopts the mixed method. The researchers administered an online questionnaire that was submitted to a sample of 40 university teachers of different disciplines at Yahia Fares University of Medea. The study performed data analysis to ascertain the attachment of linguistic skills, attitudes and perceived issues. The findings of this study exemplified a broad spectrum of views among teachers. They concluded that teachers who have better English proficiency are likely to have more favorable perceptions. The questionnaire highlighted several prominent challenges faced by educators, including those with language and resource constraints, that hinder the transition to English as a medium of instruction. Furthermore, based on the outcomes of this study, pertinent recommendations will be drawn for both policymakers and higher education institutions in Algeria on how to enhance the proper integration of English in university education, which in turn will enhance the quality of education and lead to more effective learning.
Phonological Processes in Oran Dialect: An Autosegmental Analysis
This research provides a detailed analysis of some of the phonological processes found in Oran-spoken Arabic, a dialect of Algerian Arabic, adopting the autosegmental framework and feature geometry. This framework was selected because of its effectiveness in identifying and analyzing multiple phonological processes in context. Oran- spoken Arabic is one of the varieties spoken in the north-west of Algeria, serves as the focus of this study. Since the researcher is from Oran, she served as the primary informant. The researcher audio-recorded herself narrating stories and subsequently transcribed the recordings verbatim. Using autosegmental and diagrammatic representations, the analysis uncovered the presence of the following phonological processes, assimilatory processes like regressive assimilation: obstruent devoicing and voicing, and place assimilation. The analysis also uncovered the existence of non-assimilatory processes, namely, syncope (vowel deletion), epenthesis (insertion), and major class change. Notably, the findings of the study contribute to the understanding of Arabic dialectal variation and provide a basis for further phonological investigation since this study uncovers only some of the phonological processes manifested in Oran-spoken Arabic. In addition, it helps to understand the sound system of this dialect in detail, and it provides evidence for or against the existing theories. Moreover, the study has laid the foundation for future researchers to examine this dialect in depth and uncover more processes. Furthermore, the findings of this study are important to the field of Speech-Language Pathology (SLP), contributing to identifying typical and atypical sound patterns. Overall, the research offers valuable insights for both theoretical research and practical applications.
Post-editing Machine Translation as a Vital Skill in the 21st Century: A Critical Analysis of the Integration of Artificial Intelligence in University-Level Translation Education
This study aims to critically examine the integration of post-editing of machine translation (PEMT) in university-level translator training within the context of the growing influence of artificial intelligence. The central research problem concerns the extent to which PEMT is formally incorporated into academic curricula and whether current training programs adequately prepare future translators for professional environments increasingly shaped by AI-driven translation technologies. The study adopts a comparative perspective focusing on three higher education contexts: Algeria, France, and Canada. The research is based on a qualitative and comparative design. The primary methodology consists of a systematic analysis of official curricula, course syllabi, and pedagogical materials related to translator training. This analysis is complemented by a case study approach encompassing both face-to-face and digital learning environments, allowing for an examination of pedagogical practices and technological integration. Analytical criteria derived from translation studies and educational sciences are used to assess the structure and coherence of PEMT instruction. The results reveal significant disparities across the examined contexts. French and Canadian programs demonstrate a relatively structured integration of PEMT, including exposure to professional workflows and translation technologies. In contrast, the Algerian context shows a notable lack of formal pedagogical frameworks and limited institutional recognition of post-editing competences. Moreover, the findings highlight the limited use of standardized machine translation quality assessment metrics, such as Multidimensional Quality Metrics (MQM) and BLEU, within current training programs. The study concludes that translator training curricula require substantial pedagogical updating and recommends the adoption of structured, technology-oriented pedagogical models to better align academic programs with evolving professional demands.
Reframing Identity and Cultural Sensitivity in Netflix's Arabic Subtitling vs. Dubbing: A Critical Discourse Analysis of 2022–2024 Originals
This study critically examines how Netflix’s Arabic subtitling and dubbing of original productions (2022–2024) shape artistic identity and audience perception. As global streaming platforms expand into diverse linguistic markets, translation becomes more than a technical process; it functions as a cultural and ideological mediator. Adopting a mixed-methods approach combined with Critical Discourse Analysis, the research investigates how language choices in audiovisual translation influence the representation of culture, values, and social norms. The corpus consists of 200 thematically significant scenes selected from 12 original productions, ensuring diversity in genre, theme, and cultural background. The analysis focuses on key translation strategies, particularly domestication and foreignization. Findings indicate that dubbing tends to domesticate content in order to align it with local cultural norms and audience expectations. This often involves modifying or softening culture-specific references, humor, religious elements, and gender-sensitive material to avoid potential controversy. In contrast, subtitling generally preserves more of the original cultural elements, maintaining linguistic nuances and references that reflect the source culture. As a result, subtitling allows for greater exposure to foreign identities, while dubbing frequently reshapes content to fit local sensibilities. The study highlights the ongoing tension between global market demands and the preservation of cultural authenticity. Streaming platforms must balance commercial considerations with respect for cultural diversity, and translators play a central role in negotiating this balance. By acting as mediators of artistic and cultural identity, translators influence how audiences interpret narratives, characters, and social issues. The research concludes by offering recommendations to enhance audiovisual translation practices, encouraging greater cultural sensitivity, transparency in adaptation choices, and deeper audience engagement. Ultimately, this study contributes to a broader understanding of how translation modes impact cultural representation within global digital media environments.
The Phonological Development in the Speech of Children of Collo at SkikdaSpeechCommunity
This study investigates phonological acquisition patterns among preschool children (ages 3–5 years, n=20) from the Collo dialect region in Skikda, Algeria, applying Optimality Theory (OT) as the primary analytical framework. Speech data were gathered through standardized picture-naming tasks using 26 black-and-white line drawings depicting culturally familiar concrete objects—such as animals (dog, cat), food items (orange, carrot), and household goods (chair, cup, shoes)—alongside repetition of 10 carefully selected target words that varied systematically in syllable structure (CV, CVC, CCVC, CVCC) and included challenging phoneme sequences and consonant clusters typical of Collo Arabic. All samples received narrow phonetic transcription, enabling detailed descriptive analysis that identified seven distinct phonological processes: assimilatory types (consonant harmony, initial consonant voicing, manner assimilation) and non-assimilatory types (consonant cluster reduction, weak syllable deletion, vowel epenthesis, fronting, backing).Findings revealed pronounced age-based differences: younger children (3–4 years) displayed elevated frequencies of assimilatory processes—for instance, consonant harmony occurring at 100%—driven by markedness constraints that prioritize phonological simplification in immature grammars. In contrast, older children (4–5 years) demonstrated substantially reduced rates across nearly all processes, consistent with OT's core mechanism of constraint reranking, whereby faithfulness constraints progressively outrank markedness ones to produce increasingly faithful adult-like outputs. Non-assimilatory phenomena, including cluster reduction guided by the Sonority Sequencing Principle, persisted across groups but similarly declined with maturation, highlighting unique Collo dialectal characteristics.Although constrained by a modest sample size and single-session protocol, these results provide essential baseline descriptive data on Collo phonological development. They illuminate systematic progress toward target phonology and affirm OT's robustness in modeling dialect-specific acquisition trajectories.
The British Monarchy on the Small Screen: The Functions of the Crown in the TV Series Victoria and The Crown
The British royal family—and the British monarch in particular—have long fascinated filmmakers and television producers, serving as rich material for historical drama and political storytelling. Yet beneath the glittering ceremonies, palaces, and public pageantry lies a powerful discourse about authority, legitimacy, and national identity. In periods marked by debates over the relevance and sustainability of the monarchy, screen representations become more than entertainment; they function as cultural texts that shape public perception. Media productions can therefore be instrumentalized—intentionally or implicitly—to construct, reinforce, or rehabilitate a particular image of the Crown. This article explores how the British royal institution is portrayed and symbolically marketed in the television series Victoria and The Crown. Drawing on media studies and discourse analysis, the research examines a selection of key scenes that frame the monarchy through dramatized depictions of Queen Victoria and Queen Elizabeth II. Although fictionalized, these representations contribute to contemporary understandings of royal authority and continuity. Through narrative structure, cinematography, dialogue, and character development, both series craft a coherent discourse that presents the Crown as indispensable to British political and cultural life. The study identifies three principal functions of the monarchy as constructed in the two series. First, the Crown is portrayed as a quasi-divine entity, invested with sacred symbolism and historical destiny. Ceremonial rituals, coronation scenes, and religious imagery elevate the monarch above ordinary political actors, reinforcing a sense of transcendence. Second, the monarch is framed as a loving and self-sacrificing mother figure, whose personal struggles humanize the institution while maintaining its moral authority. Finally, the Crown appears as the guardian of the constitution, depicted as politically neutral yet crucial in safeguarding democratic stability during times of crisis. Overall, the findings suggest that both series strongly favor the monarchy, foregrounding its spiritual, political, and social significance. By blending historical drama with emotional storytelling, the shows contribute to a largely positive and legitimizing portrayal of the British Crown in contemporary media culture.
Charting the Future of Education in Algeria: The Changing Roles of the Teachers of English in an Artificial Intelligence-Assisted
The current paper discusses the nascent change of paradigm in the field of teaching English as a Foreign Language (EFL) at the Algerian university level. The integration of artificial intelligence AI-powered tools in the language teaching field underpins the compelling pedagogical revolution aimed at rejuvenating the English language teaching and learning environment. The focus of this investigation is on the Algerian linguistic and educational context where English is perceived as a foreign language. This paper endeavors to examine the innovative pedagogical affiliations introduced by the digital tools and software adopted by Algerian university EFL teachers to enhance and systematize their professional specializations. It seeks to explore how these technological resources contribute to reshaping teaching practices, facilitating instructional delivery, and supporting both teachers’ professional development and students’ language acquisition. Furthermore, the study aims to review and synthesize the related literature in order to situate these practices within broader theoretical and empirical frameworks, highlighting current trends, challenges, and opportunities in technology-integrated EFL instruction. It delves into the dynamic realm where Artificial Intelligence (AI) intersects with the English Language teaching and learning. The objective of the present paper is to look into how artificial intelligence (AI) can be used to improve the learning and teaching process and to explore the functions of the EFL teachers’ growing participatory setup in the era of implementation. It consists also of an exploration of varied teaching and cooperation scenarios in the context, highlighting the interactive collaborative educational new roles that are undertaken by the EFL teachers in this renewed setting.
Towards Hybrid Language Assessment: Comparing The Role of AI with Teacher-Based Evaluation
Assessment plays a central role in language education, as it provides a systematic basis for measuring learners’ proficiency, informing instructional decisions, and delivering constructive feedback. For decades, classroom assessment has been predominantly teacher-based, relying on educators’ professional expertise, contextual awareness, and interpretive judgment. Teachers evaluate not only linguistic accuracy but also coherence, creativity, and communicative effectiveness, often considering individual learner backgrounds. However, recent technological advancements—particularly in Artificial Intelligence (AI)—have introduced new possibilities for automating and enhancing evaluation processes, especially in productive skills such as writing and speaking. AI-driven assessment tools, supported by natural language processing (NLP) and machine learning algorithms, promise increased efficiency, speed, and scoring consistency. These systems can analyze large volumes of text within seconds, identify patterns in grammar and vocabulary use, and generate immediate feedback. Such capabilities make them particularly attractive in large-scale proficiency testing contexts. Nevertheless, ongoing debates question the reliability, validity, and fairness of AI-based assessment compared to traditional teacher-led evaluation. Concerns include the potential for algorithmic bias, limited sensitivity to cultural nuance, and difficulties in recognizing creativity or rhetorical sophistication. The present study investigated the role of AI-driven assessment in English language proficiency testing and compared its effectiveness with teacher-based evaluation. A comparative research design was employed, involving 41 university-level EFL students whose written tasks were evaluated by both AI tools and experienced teachers using an identical analytic rubric. To complement quantitative findings, questionnaires were administered to students and semi-structured interviews were conducted with teachers to explore their perceptions of both approaches. The findings revealed that teacher-based evaluations generally produced slightly higher scores, particularly in grammar accuracy and stylistic appropriateness. Meanwhile, AI-driven assessments demonstrated strong alignment with teachers in rating content relevance,coherence, and vocabulary range. Students appreciated the immediacy and consistency of AI feedback but continued to value the personalized explanations and encouragement provided by teachers. Similarly, instructors acknowledged AI’s efficiency and standardization benefits while emphasizing that human judgment remains essential for capturing subtle language nuances, contextual appropriateness, and creative expression.
Understanding the Challenges and Difficulties of English-Arabic Idiom Translation: Insights From Students
The translation of idiomatic expressions from English into Arabic constitutes one of the most demanding tasks for translation students, primarily because idioms are deeply rooted in linguistic structure, cultural symbolism, and contextual usage. Unlike literal expressions, idioms convey figurative meanings that cannot be understood through word-for-word interpretation. As a result, students often encounter significant obstacles when attempting to render them accurately in Arabic. This study investigates these challenges through a survey administered to 50 translation students, aiming to evaluate their comprehension of idioms, their translation strategies, and their perceived level of confidence in dealing with such expressions. The research explores several dimensions, including students’ exposure to idiomatic expressions in academic settings, their familiarity with equivalent Arabic idioms, and the strategies they employ when direct equivalents are unavailable. Findings indicate that although idioms are frequently encountered in literary texts, media discourse, and classroom materials, many students struggle to grasp their figurative meanings and embedded cultural references. The survey results show that 80% of participants experience difficulty in identifying appropriate Arabic equivalents, while 70% report challenges in conveying the cultural context underlying English idioms. These figures demonstrate that the problem extends beyond vocabulary knowledge to include cultural competence and pragmatic awareness. Moreover, performance-based responses reveal varying levels of translation accuracy. Familiar or widely used idioms tend to be translated more successfully, whereas less common or culturally specific expressions often result in literal translations that distort the intended meaning. The findings The translation of idiomatic expressions from English into Arabic constitutes one of the most demanding tasks for translation students, primarily because idioms are deeply rooted in linguistic structure, cultural symbolism, and contextual usage. Unlike literal expressions, idioms convey figurative meanings that cannot be understood through word-for-word interpretation. As a result, students often encounter significant obstacles when attempting to render them accurately in Arabic. This study investigates these challenges through a survey administered to 50 translation students, aiming to evaluate their comprehension of idioms, their translation strategies, and their perceived level of confidence in dealing with such expressions. The research explores several dimensions, including students’ exposure to idiomatic expressions in academic settings, their familiarity with equivalent Arabic idioms, and the strategies they employ when direct equivalents are unavailable. Findings indicate that although idioms are frequently encountered in literary texts, media discourse, and classroom materials, many students struggle to grasp their figurative meanings and embedded cultural references. The survey results show that 80% of participants experience difficulty in identifying appropriate Arabic equivalents, while 70% report challenges in conveying the cultural context underlying English idioms. These figures demonstrate that the problem extends beyond vocabulary knowledge to include cultural competence and pragmatic awareness. Moreover, performance-based responses reveal varying levels of translation accuracy. Familiar or widely used idioms tend to be translated more successfully, whereas less common or culturally specific expressions often result in literal translations that distort the intended meaning. The findings
A Transitivity Analysis of Ngugi Wa Thiong’o’s Opening paragraph of the Novel A Grain of Wheat
This article examines the opening paragraph of Ngũgĩ wa Thiong’o’s novel A Grain of Wheat through the theoretical framework of Halliday’s Systemic Functional Linguistics, with particular emphasis on the transitivity system. The study aims to investigate how grammatical choices contribute to the construction of meaning and how language is used to represent the protagonist’s psychological state and lived experience within a context of colonial oppression. By analyzing the types of processes, participants, and circumstances realized in the selected passage, the article demonstrates how linguistic patterns reflect both physical confinement and inner turmoil. The findings reveal that Ngũgĩ predominantly employs material and mental processes, while relational processes appear to a lesser extent, and behavioral and verbal processes are almost entirely absent. This distribution foregrounds action, attempted movement, and internal sensation, thereby reinforcing themes of fear, paralysis, and powerlessness. In addition, the analysis highlights the frequent use of circumstantial elements of location, manner, and time, with spatial circumstances playing a particularly significant role in establishing a claustrophobic narrative setting. The dominance of material processes, often realized through negation or failed action, further emphasizes the character’s lack of agency and reinforces the oppressive atmosphere of the scene. By applying Halliday’s transitivity model to a literary text, this study illustrates the usefulness of systemic functional linguistics as an analytical tool for uncovering ideological, stylistic, and thematic dimensions of narrative discourse. Ultimately, the article shows that transitivity analysis provides valuable insights into Ngũgĩ wa Thiong’o’s linguistic craftsmanship and deepens our understanding of how grammar functions as a resource for meaning-making in postcolonial fiction.
Britishness in Flux: The Impact of Brexit on National Identity
This paper critically investigates the future of British national identity, commonly conceptualised as "Britishness", in the context of the United Kingdom’s withdrawal from the European union. It situates Britishness within a broader analytical framework that examines the dynamic relationship between State institutions, political structures and National identity in the United Kingdom. Drawing on historical inquiry and contemporary analyses, the study demonstrates that Britishness, originally forged in the 18th century through the consolidation of the Acts of unions and, subsequently, reinforced by imperial narratives, has undergone significant transformations due to the dissolution of the British Empire, the gradual process of devolution, and the United Kingdom’s engagement with European integration. The Brexit referendum, functioned as a critical juncture, since it was framed by identity politics and nationalist rhetoric, and it revealed deep regional divisions within the United Kingdom. Divergent voting patterns in Scotland, Northern Ireland, and Wales underscores the plurality of national and sub-national identities operating in the UK, and challenged the coherence of Britishness as a shared political Identity. The paper argues that Brexit has intensified debates about national identity, sovereignty, and the potential reconfiguration of the UK's political union, thereby compelling a reassessment of national identity in an era of heightened populism and political polarisation. In response to these challenges, the study contends that Britishness must adapt to a post-Brexit era by redefining its civic and ethno-cultural dimensions besides balancing inclusivity with distinctiveness. Hence, the need for a revitalized "Citizen Nation" model to sustain British identity amid ongoing significant transformations.
Bridging the Digital Gap in Algerian Higher Education: Challenges and Opportunities of E-Learning at Oran1 Ahmed Ben Bella University
As Algerian universities transitioned to remote learning during and after the COVID-19 pandemic, understanding the challenges faced by students in e-learning environments has become crucial to discern the specific hurdles and subsequently address them. To gain insights into these obstacles, an online questionnaire was conducted among undergraduate students belonging to the Department of the Arabic Language and Literature at Oran1 Ahmed Ben Bella University, comprising a total of 182 participants. The present descriptive research yielded a number of satisfactory results, indicating that students have the ability and adaptability to cope with e-learning, especially when addressing the obstacles encountered by the majority of the learners, notably: poor Internet connectivity, lack of training, procrastination and insufficient engagement on the part of some learners. In addition to identifying these challenges, the study aimed to explore students’ perceptions of the effectiveness of e-learning tools and platforms used during the remote learning period. The results suggest that although students faced technical and motivational difficulties, many of them developed autonomous learning skills and demonstrated a positive attitude toward digital education. However, the lack of continuous technical support and limited interaction with instructors were reported as factors that negatively affected learning outcomes. The findings also reveal disparities in students’ access to digital resources, which influenced their level of participation and academic performance. These results underline the importance of institutional support, teacher training, and the integration of interactive teaching strategies to enhance students’ engagement. Ultimately, the study emphasizes the need for sustainable e-learning policies that address both technological and pedagogical dimensions in order to improve the overall quality of higher education in Algerian universities.
Arab Women’s Trauma and Oppression in Arab Anglophone Literature: Fadia Faqir’s Pillars of Salt
The present study examines how are women oppressed and traumatized by both their patriarchal society and the British Mandate (colonialism), in Jordan, in Arab Anglophone literature: Fadia Faqir’s Pillars of Salt. It explores how oppression and trauma affect their lives and led them to madness. In this vein, the paper shows how Colonialism or the British Mandate has a hand in creating domestic conflicts among members of the Bedouin community and even of one family. It also undertakes the social constraints and cultural barriers that oppressed women and ranked them in a very inferior position to men. Thus, this paper highlights how the two ladies, protagonists, ended up in a mental hospital, oppressed even in the process of their medical therapy, after a long journey and struggle against patriarchy. Analyzing the protagonists’ unbalanced psychologies will be done through Critical Disability studies theory. This helps engaging deeply, when studying the protagonists’ attitudes, within the social structure in the Arab bedouin society. The mentioned theory examines how literary narratives have shifted from describing madness passively to representing and reflecting disabled psychologies as a result of a distorted social composition. It studies how the two women were sharing their experiences despite the fact they were from different backgrounds and even different social classes, one Bedouin and the other Urban. Sharing experiences is seen as a source of power to push resistance and rebellion against patriarchy and social exclusion. Finally, it sheds light on the way Fadia Faqir utilizes Arabic Narrative Techniques and arabizes the language of the novel in dramatizing the traumatic consequences of oppression on Maha and Um Saad.
Fossilization and Frustration: A Case Study of Grammatical Knowledge Decline from KS3 to KS4 inEngland
This study examines grammatical fossilization among Anglophone students in England, from Key Stage 3 to Key Stage 4. Drawing on empirical data from four groups of students: Year 7 Spanish, Year 7 French, Year 8 French, and Year 11 French, the research demonstrates a progressive and significant decline in core grammatical skills. The analysis reveals not only a reduction in grammatical awareness but also a form of cognitive stagnation that resembles interlanguage fossilization as defined by Selinker (1972). This process of fixation is intensified by poorly structured grammar instruction, a lack of coherence across language subjects, and insufficient feedback on evidence-based recurrent errors. By mobilizing theories of interlanguage, common underlying proficiency, and the zone of proximal development, the study shows that fossilization is not inevitable. It proposes a set of pedagogical recommendations, including the integration of a shared grammatical metalanguage between English and modern foreign languages, the renewed emphasis on explicit grammar instruction, and the implementation of regular diagnostic assessments. Finally, directions for future research are suggested, including longitudinal studies, analyses of spoken corpora, and experimental contrastive pedagogies. This research aims to contribute to an urgent, evidence-based educational reform that restores grammar to its central role in students’ linguistic development.
ChatGPT in Research Theses: Study of the Reliability, Validity and Relevance of the Generated Texts
The present study evaluates the quality of information generated by chatGPT, an AI tool often used by students during the realization of their research thesis. This evaluation focuses on three criteria, mentioned in the scientific literature consulted: fidelity (credibility of the source and that of the authors); validity (representativeness of the samples, robustness of the methods, accuracy of the data and objectivity of the authors); as well as the relevance (usefulness of the information generated). In order to obtain sufficiently relevant data on the quality of the information generated by the studied tool, the triangulation of methods is necessary. Three methods are indeed used: content analysis, data comparison and questionnaire survey. The analysis of research theses generated by chatGPT from unpublished topics, and the comparison of research theses made by students with those generated by chatGPT revealed that the information generated presents reliability, fidelity, and relevance issues; hence the need to verify them using more reliable references. These limits, the students interviewed are aware of them. Their responses to the electronic questionnaire, which was submitted to them, revealed positive representations of the studies toll: but betrayed a certain awareness of its limits. It is therefore up to teachers to make them aware of the risks of using this tool blindly, which can generate entirely erroneous responses. This unthoughtful recourse is justified by the informational incompetence of some of those students; which forces them to exploit the texts generated by chatGPT without checking their correction or adaptation to the context.
Factors Influencing the Use of French among Nigerian Youth
This study investigates factors influencing the use of French among young Nigerians, focusing on the key factors that influence language choice and perception among Nigerian students of Lagos State University of Education (LASUED). The primary objective is to deepen understanding of language preferences and attitudes, ultimately fostering greater interest in language acquisition. A total of 150 LASUED students participated in the study, responding to a well-structured questionnaire designed to provide valuable insights into the use of French among Nigerian youths. To assess respondents' attitudes and opinions, a Likert rating scale was employed. Several core areas were analyzed, including the relationship between demographic variables - such as age, institution, and level of education - and the use of French. Findings indicate that 117 students, accounting for 78% of the participants, actively use French. Additionally, the study explored the influence of social factors, attitudes, and motivation on language adoption. The role of education and cultural exchange in promoting the use of French was examined, alongside a comparative analysis of French usage among youths versus adults. The research applied sociolinguistic theory to investigate the interaction between language and society, while language attitude theory was used to assess how individuals' perceptions of a language shape their behaviour and communication. Key findings suggest that multiple factors-such as prestige, practicality, career prospects, technological advancements, societal recognition, motivation, instructional approaches, and economic development-significantly impact language choices and perceptions. Based on these insights, the study advocates for the integration of French into school curricula, the promotion of cultural exchange programmes to enhance exposure, and the encouragement of language clubs and extracurricular activities to reinforce learning.
Education for Sustainable Development in Algeria: Challenges, Practices, and Perspectives
Education for sustainable development is gaining increasing importance worldwide, and Algeria is no exception to this global trend. In this context, the present article explores how this theme is addressed in the primary school curricula. Through the analysis of educational content and a few field-based practices, it highlights the efforts made by educational authorities to introduce key environmental concepts from an early age. However, these contributions often remain theoretical, with limited practical implementation and insufficient integration into students’ everyday lives, thus reducing their overall impact. Relying on the framework of the United Nations' Sustainable Development Goals (SDGs), the study identifies several persistent shortcomings: teacher training on environmental issues is still lacking, pedagogical methods often fail to engage students actively, and the available resources are sometimes outdated or ill-suited to the local context. Despite these challenges, some schools manage to implement innovative and meaningful initiatives, such as recycling workshops, the development of school gardens, or awareness-raising activities carried out in partnership with the local community. These examples demonstrate that change is indeed possible, provided that educational practices are deeply rethought. The article thus advocates for an ambitious and coherent reform that combines pedagogical innovation, ongoing teacher support, and a stronger connection between schools and their social and environmental surroundings. Only under such conditions can education for sustainable development truly prepare enlightened, responsible, and engaged citizens capable of contributing to a more sustainable future.
Brain-Computer Interface (BCI) for Testing Emotions: An Experimental Study on Negation in French L2
This experimental study aims to investigate the affective state of Arabic-speaking learners while reading negative sentences in French as a second language (L2) using a Brain-Computer Interface (BCI) system based on electroencephalography (EEG). The study focuses on learners’ emotional responses during the processing of two types of negation in French: metalinguistic negation (MN) and descriptive negation (DN). Five emotional dimensions were examined: frustration, engagement, meditation, and both short-term and long-term excitement. We hypothesize that the type of negation influences learners’ emotional states. Both metalinguistic and descriptive negations may elicit frustration and engagement, as they require access to meta-representational elements in the L2. Processing negation in a second language involves increased cognitive effort, including the activation of linguistic, contextual, and inferential representations, which may directly affect emotional responses. A BCI system was implemented to measure emotional variations during reading tasks involving negative sentences presented in both Arabic (L1) and French (L2), allowing for cross-linguistic comparison. The findings indicate a high level of engagement during the processing of negative sentences, suggesting strong cognitive involvement. In contrast, meditation-related indices were low, reflecting a state of sustained attention rather than relaxation while reading negative sentences in French L2. The results further reveal that both frustration and engagement levels were particularly high at the beginning of the reading tasks but gradually decreased over time. This pattern may reflect a process of cognitive adaptation, as learners become more familiar with the task demands and linguistic structures. Overall, the study highlights the close interaction between linguistic processing and affective dynamics in second language acquisition, emphasizing the importance of integrating emotional dimensions into psycholinguistic research on L2 learning.
French at the Crossroads of Identities: Discourse and Perception Among Algerian Academics
Characterized by the coexistence of several languages in contact—Arabic, Amazigh, French, and various dialectal varieties—the Algerian sociolinguistic context reserves a unique and often controversial position for the French language. Indeed, a legacy of the colonial period, French remains an instrument of social mobility and a major source of symbolic capital, generating various tensions: resistance and ambivalent discourse regarding its legitimacy. Through this study, we propose to examine the linguistic representations and attitudes of first-year undergraduate students enrolled in a French degree program at the University of Chlef. Primarily situated within a sociolinguistic and psychological (social psychology) framework, the exploration of these representations relies exclusively on a meticulously designed questionnaire, the purpose of which is to examine the affective, identity-related, and academic dimensions of the relationship with the French language. The analysis of students' declarative discourse highlights the coexistence of contrasting stances: on the one hand, a valorization of the French language as a recognized vehicle of knowledge, a window onto other cultures, and a guarantee of social success; on the other hand, a feeling marked by the weight of the colonial past and a certain linguistic insecurity linked to perceived competence and societal expectations. In conclusion, this research underscores the need to rethink the teaching of French in Algeria in light of learners' linguistic representations, in order to reduce forms of linguistic insecurity and foster a more relaxed, critical, and reflective relationship with the French language.
Retranslation as a Quest for Acceptability: The Case of Two English Translations of Camara Laye’s L’Enfant noir
Every literary translation is part of a transfer dynamic aiming at transmitting the linguistic and sociocultural realities of the source language into the target language to ensure effective intercultural communication. In this regard, the emergence of a retranslation often suggests that the previous translation did not fully achieve its communicative objective, thus requiring a new mediation to address the shortcomings of the previous version. This article presents an in-depth comparative analysis of two English versions of Camara Laye’s iconic novel, L’Enfant noir - The Dark Child and The African Child. The objective is to examine how the rendering of Guinean cultural aspects and African realities motivate the need for retranslation. Drawing on Gideon Toury’s ideas on translation norms, the study evaluates the two works through the lenses of adequacy (conscientious adherence to the norms of the source text) and acceptability (alignment with the aesthetic and linguistic norms of the target culture). Through a rigorous textual analysis of culture-specific elements, such as food, clothing, and terms of politeness, the findings reveal that the retranslation frequently modifies the choices of the first translation in favor of semantic and stylistic refinement. This approach reveals that the retranslator, viewing the text as a product intended to be integrated into the receiving culture, prioritises the sociocultural norms of the Anglophone readership to enhance the work’s readability. Ultimately, the study illustrates that retranslation acts as a constant process of reconfiguring the textual image, aiming for a naturalisation of the text to guarantee its optimal integration within the target cultural system.
Translating Humor in Multimodal Texts: The Case of the Comics Album Entrechats
This study explores the challenges and problems related to the translation of humor in comics, from a semiotic and translational perspective, taking into account the multimodal nature of comics. It highlights the role of diverse semiotic modes in meaning-making – particularly their interplay and intricacy –focusing on verbal and non-verbal signs. In this context, the study offers a comparative analysis between the arabic version of the comics album Entrechats and the original french text, with the aim of examining the translation strategies adopted to address cultural and semiotic particularities. The findings reveal that, in most cases, the translator opted for the strategy of adaptation, applied not only to linguistic elements but also to iconic ones. By relying on the interaction between linguistic and iconic signs, the primary objective is to preserve the humorous function of the message and its impact on the target audience – especially when the translator encounters untranslatable elements due to the lack of cultural equivalents in the target text. Furthermore, this study proposes a new theoretical approach and analytical tools to effectively translate humor in comic books, thereby contributing to the advancement of translation studies on multimodal texts.
Note-Taking Practices, Challenges, and Strategies in the University Context
This scientific article offers a detailed analysis of the methods, challenges and note-taking strategies adopted by third-year French degree students. Based on a survey conducted among 71 participants, this study uses a mixed methodological approach, combining quantitative and qualitative elements, in order to explore writing habits, obstacles encountered and cognitive mechanisms deployed to improve the understanding and memorization of information. The study also examines the influence of methodological training and the integration of digital tools, particularly those related to artificial intelligence, on the development of metacognitive skills associated with this practice. Data analysis is based on cognitive load theory (Sweller, 1988) and active learning models (Bonwell & Eison, 1991), considering note taking as a complex cognitive activity that contributes to knowledge construction. The results obtained highlight the fact that this skill, crucial in the academic field, remains largely implicit and little understood in pedagogical terms. Students report several major challenges: cognitive overload, rapid lectures, and a lack of mastery of information synthesis and organization techniques. To overcome this problem, they implement various compensatory strategies, such as sharing notes among peers, using digital tools, and the thoughtful use of artificial intelligence to clarify and reformulate content. The results of this study highlight the importance of modernized university pedagogy, which includes effective training in note-taking and critical use of new technologies.
The diversity of language formulations in Algerian advertising speech- an analytical study of a sample of advertisements on Algerian televisionchannels
This study aims to identify the levels of various linguistic formulas that are prominent in the Algerian advertising discourse, while revealing their meanings and functional and expressive roles, and in order to achieve this, we conducted a formal and implicit analysis of five advertisements broadcast through Algerian television channels, relying on the purification of that advertising on the intentional sample, and on the descriptive approach we will resort to applying its steps to our studied problem in order to reach the answer to it and achieve its desired goals, by standing on the description and interpretation of various linguistic formulas included in the Algerian advertising discourse, while revealing their functional and expressive roles, and in order to achieve this, we will resort to applying its steps to our studied problem in order to reach the answer to it and achieve its desired goals, by the advertisements under study, with the disclosure of their meanings and connotations, the identification of their functional and expressive roles, and the Content Analysis tool To collect data on the selected advertisements, by subjecting them to the explicit (formal) description of the entire linguistic diversity contained in them, up to the in-depth (implicit) explanation of the structure of those linguistic formulas used in their contents, and revealing the suggestive, expressive and persuasive messages and connotations they contain, to finally reach a set of results, the most prominent of which is that the linguistic formulas employed in the studied: Phonetic, morphological and grammatical, and also included in its compositions a system of rhetorical, communicative and socio-cultural values, to suggest in their meanings their influential and aesthetic ability to address the receiving audience with linguistic compositions corresponding to its specificity and simplified to the content of the products addressed to it, and this is within the framework of changing or modifying its behaviors and attracting it to its meanings are based on the skill of famous people and their professionalism in building and designing linguistic letters with various structures, simplified for their advertising messages and supported by factual information and inclusions They strive to form a positive communication with the recipients that convinces them of the content of the details of the products addressed to them.
Arabic Rhetoric and the Challenges of Translation
This research Study delves into the complex challenges of translating the unique rhetorical beauty of classical Arabic texts into other languages, aiming to propose effective strategies for conveying profound metaphorical and symbolic meanings. The reconciliation Be tween linguistic precision and transmitting rhetorical aesthetics is examined, Along with methods to preserve cultural nuances in translation. Adopting a qualitative approach, the Study utilizes text analysis, case Studies, and expert interviews. The findings reveal innovative strategies employed by translators, such as selecting corresponding metaphors and using explanatory foot notes. The importance of cultural and social context in understanding Arabic rhetoric is emphasized, underscoring the Need for multidisciplinary collaboration. Translating Arabic rhetoric, it is argued, demands cultural sensitivity and a Deep understanding of linguistic nuances. Effective strategies can accurately convey symbolic and metaphorical layers of meaning, fostering cross-cultural understanding.Recommendations include promoting multidisciplinary cooperation, developing educational resources, and raising Awareness about rhetorical precision in translation, especially in culturally sensitive areas. This Study contributes to the understanding of Arabic rhetoric translation challenges and offers insights for translators and researchers. By highlighting the aesthetics of Arabic texts, it aims to enhance cultural communication and build bridges Be tween the Arab world and other cultures, fostering Richer cultural exchanges.
Historical and Factual Imagination in the Novel Hallabil by Samir Qasimi
The aim of this paper is to examine Samir Qasimi’s novel Halabil as a representative work of contemporary Algerian narrative fiction, and to explore how it reconstructs a crucial moment in Algerian history through a creative interplay between documented events and fictional imagination. The study focuses on the novel’s reliance on an old manuscript written by Sébastien de la Croix in early 1808, a text that reveals a hidden and rarely acknowledged truth about the French presence in Algeria prior to the official occupation. Rather than reproducing the French colonial narrative—which claimed that France came to civilize, enlighten, and modernize the supposedly “backward” Algerian people—the novel exposes the ideological manipulation behind such claims and highlights the violence and domination that shaped the colonial project. Building on a complex narrative structure, Halabil blends historical elements with the marvelous and the mythical, particularly through the symbolic use of the myth of creation or beginnings. This mythological dimension serves as a metaphorical framework that mirrors the tension between truth and fabrication, memory and distortion. The novel is further enriched by a diverse set of characters—real, imagined, and marginal—whose destinies converge around the search for the manuscript. Their collective pursuit forms the backbone of the plot, while their eventual deaths, including that of the narrator, underscore the fatalistic and tragic tone that governs the narrative world. By analyzing these narrative mechanisms, the paper seeks to illuminate the broader tendencies of contemporary Algerian literature, especially its experimentation with narrative forms, its engagement with national memory, and its reimagining of historical events. The findings reveal that Halabil constructs a parallel historical discourse that not only expands interpretative possibilities but also reinforces the aesthetic and intellectual vitality of modern Algerian storytelling.
The Literary Translator between the Hammer of Ethnocentrism and the Anvil of Translation Manipulation
This article aims to shed light on ethnocentric translation in literary discourse. It seeks to understand the complex relationship between ethnocentrism and literary translation, and to address some difficulties inherent in this type of translation, which often leads to meaning manipulation and, thus, a distortion of accuracy and fidelity in translation. The study also attempts to identify possible misunderstandings arising from such translations and to investigate how translators deal with them when Arabic literary works are translated into other languages, i.e, foreignized or when foreign works are translated into Arabic particularly English ones. The research seeks to answer some fundamental questions as follows: how does ethnocentrism affect the process of literary translation? What are the driving factors behind the emergence of this ethnocentric translation? And what are its implications on both the translated text and the reader? To answer these questions, a descriptive analytical approach is applied, analyzing a set of translated literary texts with a particular focus on the comparison between the source texts and their translations. Various analytical tools were used, such as discourse analysis to analyze the underlying meanings in translated texts, cultural transfer analysis to understand how different cultures are transferred from one language to another, and ethnocentrism analysis to identify aspects of ethnocentrism in translated literary texts. This was done to achieve a clear understanding of translation outcomes and to highlight the extent to which a translator's ethnocentrism affects the translation of literary discourse that may increase the risk to manipulate meaning and widen the gap between different linguistic and cultural systems. The results of the study showed that ethnocentrism significantly affects the literary translation process, leading to meaning distortion as translators manipulate the original meaning to conform to their own values and cultural beliefs. Additionally, ethnocentrism results in cultural omission as translators overlook many cultural aspects of the original text rendering the reader unable to comprehend the text's cultural context. Ultimately, this study confirms that ethnocentrism poses a major challenge to the literary translation process affecting the reader's comprehension and the quality of the translated text.
Arabic Identity of the Translated Foreign Scientific Terminology
This research paper attempts to disambiguate the scientific terminology nature, by tracing its fields and specialities through the presentation of theoreticians’ opinions and the investigation of books dealing with scientific terminology, and to demonstrate the fine line between the latter, the specialised term and the technical term. It calls into question also the Arabic linguistic incubator of foreign scientific terminology by exploring the translated or Arabised scientific terms Arabic identity, through the examination of control elements of foreign scientific terms’ reception within Arabic language system regarding their developing and use, such as the Arabic language flexibility to express scientific innovations, its preservation and weakness limits and the scientific Arabic term use ranging between Arabisation efforts and newcomer and non-Arab translation, and the scientific Arabic terms, normalized by Academies or Organisations, documentation and consolidation. To this end and to unveil the Arabicness of scientific terms translated into Arabic, this study compared a number of Arabised and translated scientific terms for the same foreign signified, by demonstrating Arabic forms and measurements adopted in translation. The translated scientific terms treated were found in compliance with Arabic forms and structures, however, their use, employment and superseding the Arabised scientific terms challenge goes beyond the formal structure and requires some conditions observation; such as the Arabic scientific term prevalence and commonness, its structure brevity and conciseness, its developing and spreading acceleration before the foreign scientific term becomes publically famous and frequent, the Arabised term exclusion to be erased and unused, so that the translated Arabic scientific term remains the unique recourse to express its signified.
Official Translation in Algeria and the Challenges of the Sworn Translator
This research paper examines the current state of translation in Algeria, with particular emphasis on the field of official translation. Although Algerian translators have made significant efforts and valuable contributions in linguistic and specialized translation, official translation continues to rank among the most widespread and highly demanded types of translation. This prominence is largely due to its legally regulated nature, as the profession is governed by specific regulatory texts designed to organize its practice and ensure the protection of sworn translators. Official translation plays a crucial role in administrative, judicial, and economic contexts, where translated documents must meet strict legal standards in order to be recognized by public authorities and institutions. Through this study, we seek to clarify the conceptual framework of official translation by defining its characteristics and distinguishing it from other forms of translation. The paper also outlines the legal, academic, and professional requirements that a translator must fulfill in order to join this profession, including appropriate qualifications, accreditation procedures, and compliance with the laws regulating sworn translators. In addition, the research addresses the main challenges facing translators working in this field. These include time constraints, the lack of clear legal provisions regulating financial dues and fees, difficulties related to contracting with economic institutions, and the persistent problem of marketing translation services. The study further highlights the shortage of specialized professional training in official translation, which may negatively affect both quality and professional development. Finally, the paper proposes a set of practical solutions and conditions aimed at strengthening and better regulating official translation in Algeria. These recommendations are intended to contribute to the professionalization, development, and long-term sustainability of this vital field
Interactive Literature in the context of critical translation
Digital media has significantly transformed literary communication by creating interactive spaces that reshape the relationship between creators and recipients. Within this evolving context, Arabic literary texts have emerged as a distinctive and innovative creative experience in the digital environment. These texts have not only played a pioneering role but have also achieved remarkable success, enabling them to reach a wide and diverse readership. Their growing visibility has been further reinforced through the reception of prestigious literary awards at both regional and international levels, reflecting the increasing recognition of Arabic digital literature. This research paper aims to explore the status and development of Arabic literary texts across electronic media. To achieve this objective, the study adopts a descriptive methodological approach that involves describing, analyzing, and presenting representative examples of digital literary production and reception. Particular emphasis is placed on examining the interactive features of these texts, as well as the technological, aesthetic, and critical challenges they encounter in the digital space. The findings of the study indicate that Arabic digital literary texts have made notable progress, demonstrating a clear openness to digitization and a strong capacity to adapt to the rapid and continuous transformations of the contemporary creative landscape. The research is not confined to a specific geographical context; rather, it draws on a wide range of Arab theoretical and applied contributions, along with diverse creative practices. In addition, the study considers attempts to translate these digital works through a critical translation perspective that seeks to preserve their interactive nature while maintaining their media-specific and creative characteristics.