The Effectiveness of Arabic Language Curricula in Translation Programs at Libyan Universities:The Translation Department at the Faculty of Languages and Translation, Misratah University as a Case Study

Abstract

While native language proficiency (L1) is undeniably crucial for producing high-quality translations, it is often overlooked in translation training programs. Effective native language training forms a fundamental part of translator education, especially in contexts where most translation work occurs between English and Arabic. This study aims to evaluate the effectiveness of Arabic language curricula in translation programs at Libyan universities, focusing on the translation department at the Faculty of Languages and Translation at Misurata University. A mixed-methods case study approach was used, combining student surveys, instructor interviews, and a diagnostic task. Results indicate that although Arabic courses give students a solid foundation in grammar and basic writing skills, they fall short in fostering advanced stylistic control, revision abilities, and exposure to specialized genres necessary for professional translation. Instructors emphasize the need for more practical and task-based teaching methods. Recommendations include revising curricula through constructive alignment, incorporating Arabic-for-special-purposes modules, updating assessment methods, and enhancing collaboration with the translation industry. This study adds to ongoing discussions about translator training in the Arab world and offers a replicable model for assessing curriculum effectiveness in Libyan higher education