The Problem of Translating Contemporary Didactic Terminology in Algeria: A Conceptu-al and Terminological Approach

RESEARCH ARTICLE The Problem of Translating Contemporary Didactic Terminology in Algeria: A Conceptual and Terminological Approach Slah Salima X X X X X Dr. University of Hassiba Ben Bouali, Chlef – Faculty of Languages and Arts. Laboratory of Language Didactics and Discourse Analysis Algeria Email: X 4 Nemra Mohammed X Dr. University of Djilali Bounaama, Khemis-Miliana –Faculty of Literature and Languages. Laboratory of Language Didactics and Discourse Analysis Algeria Email: Doi Serial                   Keywords Translation, terminology, concept, Didactic term, Algeria. Abstract The specialized school lexicon is one of the most important pedagogical tools that support the learner’s linguistic and scientific knowledge. Both teachers and students rely on it to overcome difficulties in understanding the content of various didactic curricula. In practice, the didactic field presents many challenges. Some of these are operational, such as issues of communicative teaching and the situations that arise during instruction. Among the most significant of these is the problem of didactic terminology. This issue has become increasingly visible in recent times. The latest didactic reforms in Algeria have played a key role in highlighting the importance of translating didactic terminology in specialized school dictionaries. These reforms have prompted the transfer and translation of didactic terms to and from Arabic. Citation Slah S., Nemra M. (2025). The Problem of Translating Contemporary Didactic Terminology in Algeria: A Conceptual and Terminological Approach. Education and Innovations in the Context ofModern Problems, 8(6), 688-694; doi:10.56352/sei/8.6.75. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / Licensed © 2025 The Author(s). Published by Science, Education and Innovations in the context of modern problems (SEI) by IMCRA - International Meetings and Journals Research Association (Azerbaijan). This is an open access article under the CC BY license . Received: 01.08.2024 Accepted: 25.12.2025 Published: 20.05.2025 (available online)

Discussing the issue of didactic terminology— both in its placement within specialized school dictionaries and its usage after being translated into Arabic—leads us to a key question: What is the current state of translating didactic terms from French into Arabic? Have the authors of specialized school dictionaries managed to overcome the challenge of the multiple Arabic equivalents for a single Western term?

The same difficulty seen in the field of linguistics with regard to translating contemporary linguistic terminology—where translation from foreign languages into Arabic remains unsta-ble—has also affected the field of didactics and its terminological lexicon. Our observation of this issue is based on our academic specialization and direct engagement with it. The problem began to appear within didactics research for several reasons, the most important of which is the limited attention given to didactic studies in universities. This lack of focus is due to a stronger preference for linguistic studies over didactic research in Arabic language departments.

• 2.    The Concept of “Terminology”: Linguistically and Technically

In linguistic dictionaries, the word terminology (in Arabic: al-mu ṣṭ ala ḥ ) comes from the root Ṣ -L- Ḥ . According to Lisān al- ʿ Arab, the term ṣ alā ḥ means the opposite of corruption, and i ṣ lā ḥ is the opposite of causing harm. Ṣ ul ḥ refers to reconciliation among people; it means peace or accord. The verbs i ṣṭ ala ḥ ū, ṣ āla ḥ ū, i ṣ la ḥ ū, ta ṣ āla ḥ ū, and i ṣṣ āla ḥ ū all refer to mutual agreement and settlement...¹.

In the Arabic dictionary of Larousse, we find the word (term) denoting2 :

Definition of “ Ṣ ul ḥ ” (Reconciliation)

Ṣ ul ḥ refers to peaceful settlement and agreement. The expression “hum lanā ṣ ul ḥ ” means that they are at peace with us, or they are reconciled. It also means the end of conflict or war—peace.

Scientific Terminology According to Mahmoud Fahmi Hegazi

Mahmoud Fahmi Hegazi defines a scientific term as a word or a phrase, but not a long descriptive sentence. A term should not describe the thing fully or suggest all of its features. It is not necessary for the term to reflect all the qualities of the concept it refers to. Instead, a term should represent at least one key feature of the concept. A term cannot, from the beginning, cover every aspect of the concept. Over time, the original linguistic meaning fades, and the technical meaning becomes the dominant one. Eventually, the term refers directly to the full concept through its accepted use"3.

Youssef Oughlissi defines a term as: “A linguistic sign (either a single word or a phrase) with a single, unambiguous meaning. It is somewhat removed from its original meaning and refers to a clear, specific critical concept that is either already agreed upon by specialists in a given field, or is expected to gain such agreement”4.

• 3.    Translation

• 4.    The "Didactic" Term

Translation is the transfer of a foreign term into Arabic in meaning, not in form. Translation from foreign languages into Arabic follows two main approaches. The first is to look at the word in isolation and translate it based on its direct meaning. This is known as literal translation. The second approach is to consider the entire sentence, understand its meaning, and express it using an equivalent sentence in the target language. This is called sense-for-sense translation.

In the last decades of the twentieth century, there was a global effort to improve the performance of didactic systems. This movement led to a new way of thinking about the teachinglearning process. It focused more seriously on the three key elements of the process: the teacher, the learner, and knowledge. It also recognized the interaction between these three elements and their openness to the natural and social environments, as well as how they are influenced by them.

This shift revealed the limitations of the older view, which assumed that having knowledge alone was enough to teach effectively.

The term didactics in Arabic comes from the French word Didactique, which itself is derived from the Greek word Didaktikos. In ancient times, the word referred to a kind of poetry similar to didactic verse. This form of poetry aimed to make learning easier by presenting information in verse form, such as in traditional poetic texts used to teach grammar or religious law5.

At first, researchers understood didactics as a synonym for the art of teaching. Comenius was the first to use the term over three hundred and fifty years ago in his book The Great Didactic1.

The concept of didactics as the art of teaching remained in use until the mid-nineteenth century. At that time, Johann Friedrich Herbart (F. Herbart, 1841) established its scientific foundations as a theory of instruction. It became a theory concerned with teaching and learning activities aimed at providing learners with various types of knowledge2.

With the rise of the modern didactic school at the beginning of the last century, led by its founder John Dewey (J. Dewey, 1959), greater emphasis was placed on the role of the learner in the teaching–learning process. Dewey considered didactics a theory of learning, not a theory of teaching3.

The term didactics is a derived noun from the word teaching (ta'lim). It originates from the root 'ilm (knowledge), meaning to assign a characteristic or sign to indicate something4.

The term didactics has multiple Arabic equivalents due to the variety of translation approaches. While some researchers prefer the direct transliteration Didactique (Didactic), others have proposed different terms such as the science of teaching, the science of education, teaching methodology, or instructional science. Among these, ta'limiyya (didactics) is the most commonly used and widely accepted in didactic literature5.

The concept of didactics has evolved. It no longer refers to poetic or artistic systems, as earlier definitions suggested. Rather, it has become a science with its own subject and methodology, similar to other scientific fields. Its work focuses on organizing, analyzing, and monitoring the teaching-learning process. It also involves designing appropriate curricula and ensuring their implementation.

Smith (1962) defines didactics as "a branch of education concerned with summarizing the components and relationships between didactic situations, their subjects, and the means and methods involved, all within a pedagogical context. In other words, its focus is on planning the pedagogical situation and on monitoring and adjusting it when necessary"6.

And Mialari knows it (Mialaret, 1979) as: “A set of teaching methods, approaches and tech-niques.”7.

As for Brusso(Brousseou, 1983) believes that the basic subject of education is: “studying the conditions that must be met in the situations or problems that are proposed to the student in order to allow him to demonstrate how he operates his ideal concepts or rejects them ”8.

Didactic also means: "The scientific study of teaching methods and techniques, and of the forms of organizing the learning situations to which the learner is subjected in order to achieve the desired goals "9.

From the previous definitions, the following conclusions can be drawn:

• •    Didactics is an organized scientific study that has evolved from an artistic practice to a scientific discipline. It aims to organize the teaching-learning process with all its components and foundations, including the curriculum, competencies, methods, didactic tools, pedagogical assessment, and didactic interventions.

• •    Didactics is an independent science built on rules and theories. It draws on multiple fields of knowledge, such as applied linguistics, psychology, education sciences, and sociology.

• 5.    The term (Competence):

The Algerian didactic system recently adopted the term compétence, which is widely discussed in didactic literature. However, its Arabic translation varies. In Moroccan, Tunisian, and some unofficial Algerian publications, it is translated as kifāyah (sufficiency). In contrast, official Algerian documents issued by the Ministry of National Education, as well as most Algerian publications, use the term kafā'ah (efficiency).

The Moroccan scholar Abd al-Rahman al-Toumi (2003) addressed this matter scientifically. He showed, based on various linguistic references, that kafā'ah means a counterpart or equivalent, while kifāyah refers to sufficiency or achieving the desired purpose. In his linguistic conclusion, he confirmed that many dictionaries support kifāyah—derived from the verb kafā (enough)—as the accurate term1.

The Algerian researcher Meziani Alounnas prefers using the term "capacity" rather than "competence" in the field of education. He argues that "competence" refers specifically to an elite group, excluding other learners. This, in his view, makes education elitist and neglects the principle of individual differences among students².

The two Algerian researchers, Muhammad bin Yahya Zakaria and Abbad Masoud, confirm that: “Sufficiency is more eloquent, broader, more comprehensive, and clearer than the term efficiency in the field of the teaching-learning process, as sufficiency means achieving the goals and desired results with the least costs and the least effort, and at the same time means the ratio between the inputs and outputs of learning, so it means the quantitative aspect and the qualitative aspect together at the same time.”3While efficiency represents only the quantitative aspect.4.

In Arabic, the term "kafa'a" (competence) is traditionally used to mean resemblance or equivalence. The Cairo Arabic Language Academy has not approved the use of "kuf'" to mean strength or ability. The Arab Academy in Damascus has also rejected this usage. It criticized the expression "so-and-so is kuf' for this position," stating that "kuf'" only means "equal" or "similar." It referred to the Quranic verse: “He neither begets nor is born, and there is none equal to Him” (Surah Al-Ikhlas, 3–4). The cor- rect usage, according to the academy, is to say “the person has the required capacity.”5.

According to Lisan al-Arab, the verb kafā means “to take charge of something” or “to handle a matter.” One says, “istakfaytuhu amran fa-kafānīyah”—meaning, “I entrusted him with a task, and he fulfilled it.” It is also said, "kafāka hādhā al-amr"—"this matter is sufficient for you." The word kufāh refers to attendants or servants who carry out tasks; it is the plural of kāfin. The expression "kafā al-rajul kafāyah" means "the man fulfilled the task," and he is described as kāfin or kuf'a 6.

In the Hadith, it is stated: “Whoever recites the last two verses of Surah Al-Baqarah at night, they will suffice him.” This has been interpreted to mean that the verses make up for the night prayer. Others have said that they represent the acceptable portion of recitation for night worship. Another interpretation is that the verses protect the reader from harm and guard against misfortune.

In another Hadith, it is said: “God will grant you victory, and God will suffice you,” meaning that God will spare you from battle through the victory He grants7.

It is worth noting that the Holy Qur’an used derivatives of the word (sufficiency) in many verses in the Holy Qur’an, including the words of God Almighty: “And We have sent you to mankind as a messenger, and sufficient is God as Witness (79)”8 That is, the testimony of God Almighty is sufficient and there is no need for anything else. And His statement also: “Is it not sufficient for your Lord that He is, over all things, a Witness?”9 God is sufficient as a witness over the actions and words of His servants.

The word "competence" was established in the French language in the late fifteenth century, and it means the legitimacy and authority of public institutions to address various issues. Since the late eighteenth century, its meaning has been extended to include individuals as well, as it has come to refer to every ability resulting from knowledge and experience¹ , The concept of the word (competence) appeared at the end of the nineteenth century in the field of work, then crystallized at the beginning of the last century when it was used in the field of vocational training, where its use was linked to professional competence, and it also became linked to military training and combat maneuvers, offensive and defensive, then it was developed and finally employed in the field of education, as it became closely linked to the construction of didactic curricula, which is what was called in the didactic environment the competency approach.²

It is worth noting that no one can claim to give a final definition of sufficiency³ , But as Lepoterff described it (G.Le Boterf) in the chameleon con-cept⁴ , This indicates the diversity and multiplicity of its meanings. As for Berno (F.Pernnoud) describes it as a mercurial con-cept⁵ , The concept of sufficiency, as Bernard Rie Rie explains, Bernard Rey) does not settle on one definition but rather knows many different challenges⁶.

Philip Carey is considered (Philippe Carré (1994) states that competence is: “everything that allows for the solution of professional problems within a specific context by mobilizing and re- cruiting diverse capabilities in an integrated manner”7.

Competence, according to Chomsky, is: “the ability of the ideal speaker or listener to produce, from implicit rules, an infinite number of sentences that guide the process of speaking”8.

Chomsky is considered the first contemporary researcher to use the concept of “linguistic competence,” which he contrasted with the concept of “theA"Linguistic disease" thus forming a duality similar to the duality of "language and speech" according to De Saussure.

Xavier Rogers(Xavier Rogiers) Director of Bief*: “The possibility of a person mobilizing, in an inward manner, an integrated set of resources, with the aim of solving a class of problem situa-tions”9.

Andre Jelly (André Guillet): “It is related to the effective use of knowledge and skills to accomplish something, as a result of professional experience, and its occurrence is indicated by the level of performance related to it, and it is observable based on effective behaviors within the activity to which it is related”10.

Philippe Pernod ((Philippe Pernoud): "The ability to act effectively in a given type of situation"11.

Center for Pedagogical Studies for Experimentation and Guidance (CEPEC): “A system of conceptual and skill-based (practical) knowledge, organized in the form of procedural plans that enable, within a set of situations, the identification of a task-problem and its solution through appropriate performance”12.

Quebec Ministry of Education, Canada: "It is the ability to perform a complex task, which depends on the summoning of a set of energies

Press, Casablanca, Morocco, 1st ed, 2009. p 34.                     2nd ed., October 2003. p 29.

and their effective use"1.

Egypt and some Arab and Gulf countries: “It is an acquired skill, and it is dealt with accordingly in developing curricula, in the teaching and learning process, and also in assessing students’ achievements”2.

Algerian Educational Dictionary: “A cognitive or skill-based activity practiced in situations, or it is a possibility for students to employ a set of actual and behavioral knowledge to solve a situation-problem, to ensure that the student has acquired competence. The teacher asks him to solve a situation-problem”3.

From the Above

From the previous discussion, it can be concluded that competency is the learner's ability to mobilize and apply an organized set of resources, capacities, dispositions, and skills to respond to a complex problem situation or to complete a specific task. This applies to situations both inside and outside the school environment.

• •    One of the main barriers to fully understanding didactic content is the terminology itself and the issues surrounding it, especially the meaning it takes on once translated into Arabic. This was particularly evident in the case of terms like “competence” and “didactic.”

• •    Translation serves as a central mechanism for achieving knowledge integration in its various forms.

• •    The act of translating scientific works and linguistic studies is influenced not only by linguistic factors, but also by epistemological and cultural ones.

• 6.    Conclusion

Despite the complexity of addressing the issues raised in this study, we have aimed, through this article, to highlight the importance of the problem of translating didactic terminology from French into Arabic. The following key findings have emerged:

694 – , | Issue 6, Vol. 8, 2025

The Problem of Translating Contemporary Didactic Terminology in Algeria: A Conceptual and Terminological Approach

Slah Salima, Nemra Mohammed