Integrating Translation Into Arabic Language Programs in U.S. Higher Education for Curriculum Reform and Student Competencies
DOI:
https://doi.org/10.17507/tpls.1603.20Keywords:
high education, integration, language access, supports, U.S.Abstract
Despite the remarkable expansion of Arabic programs in U.S. higher education over the past two decades, translation remains marginal in curricula and underexplored in empirical research. This gap has limited understanding of how translation can shape students’ linguistic proficiency, intercultural competence, and career readiness. Addressing this shortcoming, the present study offers novel, evidence-based insights into the role of translation as a central curricular instrument rather than a peripheral skill. Employing a mixed-methods design—surveys of 325 faculty and students, interviews with 20 instructors, and analysis of 60 syllabi from 12 U.S. universities, complemented by cross-regional comparisons—the research demonstrates that systematic integration of translation fosters measurable gains in academic writing, critical reading, intercultural negotiation, and multilingual identity (p < 0.05). The study’s contribution lies in establishing an empirically validated paradigm that situates translation pedagogy at the core of Arabic curriculum reform, bridging theory and practice, and directly aligning language education with professional and national priorities. The implications extend beyond academia: translation-rich programs enhance employability, strengthen intercultural dialogue, and serve U.S. strategic interests in diplomacy, economic competitiveness, and global collaboration. By reframing translation as a transformative curricular tool, this research provides both a practical roadmap and a policy-oriented framework for sustainable curricular innovation in Arabic language education.
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