Impact of Literal Translation on Arabic Science Textbook Comprehension: A Linguistic Content Analysis

Mohammed bin Jaber Al-Shahri, Nurazan Mohmad Rouyan, Mahmoud Thabet Ahmed Ibrahim

Abstract


This study investigates the linguistic quality of translated science textbooks in Arabic-medium education, focusing on the Saudi secondary biology textbook adapted from the American McGraw-Hill series. Translated textbooks in the Arab world often retain the linguistic imprint of the source language, potentially hindering student comprehension. To address this, a 25-indicator content analysis framework was developed based on Gardner’s theory of linguistic intelligence, encompassing five dimensions: vocabulary diversity, structural clarity, rhetorical strategies, interactive activities, and logical sequencing. All nine chapters (268 pages) were systematically analyzed, with inter-rater reliability reaching kappa = 0.87. Results revealed a moderate overall score of 59% (44/75), with logical sequencing performing well (80%), but rhetorical strategies and interactive activities critically low (47% each). Three indicators consistently scored zero: etymological linking of terminology, locally relevant examples, and scientific linguistic games. A total of 387 linguistic problems were identified, dominated by literal translation effects (132 cases, 34.1%). Recurring issues included unnatural prepositional constructions (“biwasitatiha” >200 times), excessively long sentences (>40 words), and the absence of cultural references to Saudi, Arab, or Islamic contexts. Teacher interviews (n=6) and student focus groups (n=32) fully corroborated the content analysis, confirming systemic rather than incidental problems. The validated framework offers a replicable diagnostic tool for evaluating translated science textbooks in Arabic-medium settings. Findings highlight the urgent need for culturally contextualized translation practices to enhance science literacy. Limitations include the focus on a single textbook and subject area; future research should extend to cross-national comparisons and explore AI-assisted translation for improved linguistic adaptation. This study contributes to translation studies and science education by demonstrating how linguistic intelligence-based evaluation can inform textbook development in non-Anglophone contexts.


Keywords


Content Analysis; Literal Translation; Science Textbook; Linguistic Intelligence; Arabic Language

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DOI: https://doi.org/10.18860/ijazarabi.v9i3.41883

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