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The aim of this article is to review the traditional methodologies of teachingtranslation that concentrate on text-typologies and, as an alternative, to proposean eclectic multi-componential approach that involves a set of interdisciplinaryskills with a view to improving the trainee translators’ competences and skills.
To this end, three approaches, namely a minimalist approach, a pre-transferringadjustment approach and a revision vs. editing approach are proposed to shiftthe focus of attention from teacher-centred approaches towards student-centredapproaches. It has been shown that translator training programmes need to focuson improving the trainee translators’ competences and skills, such as trainingthem how to produce and select among the different versions they produce bythemselves with justified confidence as quickly as they can (minimalistapproach), adjust the original text semantically, syntactically and/or textually ina way that the source text supplely accommodates itself in the linguistic systemof the target language (pre-transferring adjustment), and revise and edit others’translations. As the validity of the approach proposed relies partially on instructors’competences and skills in teaching translation, universities, particularly in theArab world, need to invest in recruiting expert practitioners instead of dependingmainly on bilingual teachers to teach translation.
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