This study investigated current challenges for EFL students enrolled in Arabic-English and/or English-Arabic programmes in colleges of languages and translation in Saudi Arabia before they embark on the labour market. Qualitative and quantitative data analyses revealed several patterns of challenges that impede the quality of pre-service translation preparation programmes in Saudi Arabian universities. These patterns of challenges fall into three major categories: language proficiency defects; insufficiency in intercultural knowledge; and curriculum design issues. Findings indicate a number of critical issues that require a systemic reform of the curriculum in these colleges.
مجلة العلوم الإنسانية