Task-Based Learning in Moroccan Translation Education: A PACTE and EMT Competence Approach

Abstract

The evolving translation profession demands pedagogical approaches that prepare students for contemporary professional environments. While traditional teaching develops linguistic skills, it often fails to reflect the translation industry's rapid technological and methodological changes. Task-Based Learning (TBL) has emerged as a promising approach, centering authentic and meaningful tasks in the learning process. This article examines the integration of TBL into General Translation teaching for Moroccan Master's students through the PACTE Translation Competence Model and the European Master's in Translation (EMT) Competence Framework. Adopting a theoretical-conceptual methodology, this study explores the compatibility between TBL principles and contemporary translator education. Contextualizing translator training in Morocco, we propose a pedagogical framework for implementing task-based translation instruction within Master's programs. Ultimately, this article argues that TBL substantially contributes to developing translation competence, learner autonomy, technological literacy, and market-oriented skills, strengthening the alignment between translator education and the evolving demands of the Moroccan translation profession.