TRANSLATION PEDAGOGY (IES) IN MOROCCAN UNIVERSITIES: IS THERE ANY EFFECTIVE MEANS FOR USING THEORY IN THE UNDERGRADUATE TRANSLATION CURRICULA?

The studies developed from within translation studies on the relevance of translation theory to translation practice are still of little significance and remain of no use in the undergraduate translation curricula. Accordingly, this paper departs from applied translation studies, as identified by James Holmes’ map (Holmes, 1972), and contemporary translation pedagogies to highlight the necessity of interlinking translation theory to practice in teaching translation and to reflect on its “usefulness and usability” in-class practices (Rabadan, 2010, 9).  In the light of the upcoming reform of Moroccan Universities, I believe that the implementation of the relevant theoretical component and its bridging with practice will achieve an interactive pedagogy in the undergraduate translation class and create an incentive environment of learning for the students so as to develop their translation skills. More importantly, by maintaining positive attitudes to translation theory professors will eventually encourage students to engage with the latest research in the field of translation studies and introduce them to new research models, which they can use for future MA and PhD studies.