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This study aims to scrutinise the method of translations that Paul Bowles opted for while rendering Moroccan literary texts. The researcher adopted Mouhamed Choukri's autobiographical novel Al Khubz Al Hafi (2000) and its English translation For Bread Alone (2002) as an example. This research takes Peter Newmark's communicative and semantic translation as a theoretical background to approach the target text. The research examines the translator's rendering of the source text's form, meaning, and culture and whether they were rendered semantically or communicatively. The researcher read both the source text and its translation, then nominated 24 sentences and their English translation. The selected sentences stand as examples for many more in the novel. After selecting the sentence, the translation method adopted by Bowles is determined. The study's results suggest that communicative translation was employed more frequently. The analysis reveals that the translator opted for communicative translation to clarify culturally bound terminology or omit certain features linked to the source text that the translator designated as unnecessary to the target reader. The results showed that employing communicative translation led to an awkward translation and mistranslation. The translator resorted to semantic translation to maintain the feature of faithfulness. However, due to cultural and linguistic barriers, the translator could not produce a clear translated message. This research shows that communicative translation cannot reflect the implicit message of the source text, while semantic translation must always be associated with footnotes or glossaries. [ABSTRACT FROM AUTHOR]

The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider. [ABSTRACT FROM AUTHOR]