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All Journal Jurnal Arbitrer Indonesian Journal of Social Science Research
Makhlouf, Abdelkader
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Exploring Students' Perceptions and Influences in Teaching Translation Through Qualitative and Quantitative Standards Merahi , Abdelkrim; Makhlouf, Abdelkader; Tamimi , Yasser
Indonesian Journal of Social Science Research Vol 5 No 1 (2024): Indonesian Journal of Social Science Research (IJSSR)
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijssr.05.01.21

Abstract

The present study addresses the multifaceted aspects of teaching translation by investigating students' perceptions and influences, considering both qualitative and quantitative standards. It explores the contributions of these standards to the translation teaching process and evaluates the predictive capability of quantitative standards. Focusing on 183 male and female students from Saida and El-Bayah Universities, the study used a questionnaire to collect data and statistical analysis using SPSS techniques. The findings showed a positive correlation between students' perceptions of teaching translation and both qualitative and quantitative standards. Furthermore, these standards were found to make significant contributions to teaching translation, indicating that teaching translation may be predicted using quantitative criteria. The study offers insightful information that can be used for enhancing translation programs, creating engaging learning environments, and improving teacher training in diverse educational contexts.
Exploring Students' Perceptions and Influences in Teaching Translation Through Qualitative and Quantitative Standards Merahi , Abdelkrim; Makhlouf, Abdelkader; Tamimi , Yasser
Indonesian Journal of Social Science Research Vol. 5 No. 1 (2024): Indonesian Journal of Social Science Research (IJSSR)
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijssr.05.01.21

Abstract

The present study addresses the multifaceted aspects of teaching translation by investigating students' perceptions and influences, considering both qualitative and quantitative standards. It explores the contributions of these standards to the translation teaching process and evaluates the predictive capability of quantitative standards. Focusing on 183 male and female students from Saida and El-Bayah Universities, the study used a questionnaire to collect data and statistical analysis using SPSS techniques. The findings showed a positive correlation between students' perceptions of teaching translation and both qualitative and quantitative standards. Furthermore, these standards were found to make significant contributions to teaching translation, indicating that teaching translation may be predicted using quantitative criteria. The study offers insightful information that can be used for enhancing translation programs, creating engaging learning environments, and improving teacher training in diverse educational contexts.
Integrating Language-Sensitive Pedagogy Across Disciplines: A Qualitative Exploration of Interdisciplinary Practices in Multilingual Education Makhlouf, Abdelkader; Rabahi, Hanane
Jurnal Arbitrer Vol. 12 No. 4 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.4.612-627.2025

Abstract

This study examines the implementation of language-sensitive pedagogy in the disciplinary contexts of multilingual higher education. Leveraging seminal theoretical frameworks such as the ROAD-MAPPING model (Dafouz & Smit, 2020), translanguaging theory (García & Wei, 2014), and disciplinary literacy (Shanahan & Shanahan, 2008), the article directly attends to long-standing content-area instruction deficits, whereby language often remains an extremely neglected but requisite element in knowledge construction. Using a qualitative synthesis of research evidence, the study examines cross-disciplinary practices, including integrated content and language teaching, co-teaching, language-responsive curriculum design, and professional collaboration between content and language specialists. Outcomes reveal institutional and ideological barriers, such as monolingual norms and inadequate policy support; yet, they also inform transformative approaches that reconceptualize multilingualism as a pedagogical resource. The article argues for structural and ideological reforms in higher education systems through policy-making, curriculum development, and teacher training to promote equity and linguistic inclusion, and suggests an institutional model of reforms based on the integration of disciplinary knowledge and linguistic capability to bridge the divide between language and content. Finally, it calls for a reconceptualization of teaching practice that places language at the center of disciplinary learning, allowing all students, regardless of their linguistic background, to contribute fully and richly to the life of the academy.
Co-Authors Merahi , Abdelkrim Rabahi, Hanane Tamimi , Yasser