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Translation and Foreign Language Learning

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ArticleMulti-perspective Studies of Foreign Languages Learning http://dx.doi.org/10.26855/tfll.2025.09.029

On Cultivation of English Majors’ Humanistic Literacy in Translation Teaching

Hongbo Ruan

School of Foreign Languages, Hechi University, Hechi 546300, Guangxi, China.

*Corresponding author: Hongbo Ruan

Published: September 30, 2025

Article history: Updated on June 18, 2026

Abstract

This paper, focusing on translation teaching for English majors, probes into the ways of fostering humanistic literacy in view of its importance and a core quality for translators. It first analyzes the status quo of translation teaching, pointing out that the current teaching tends to place emphasis on skill training while neglecting the humanistic connotations, thus leading to a lack of humanistic literacy and cross-cultural communicative ability among English majors. And then it stresses the importance of humanistic literacy by pointing out that translation involves both a language transformation and a bridge for cultural dissemination and communication. In order to address the current teaching problems, this paper suggests improvements from such aspects as reforming the curriculum structure, refining instructional content, implementing cutting-edge designs, bettering assessment methods, and building a pedagogical repository, supported by domestic and international examples and insights derived from the cases. It finally concludes that constructing a translation teaching model centered on humanistic literacy is essential to cultivating translation professionals with cross-cultural communication competence.

Keyword

English majors; Translation teaching; Humanistic literacy; Cultivation; Enhancement

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Copyright

© 2025 by the author(s).
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How to cite this paper

On Cultivation of English Majors’ Humanistic Literacy in Translation Teaching

How to cite this paper: Hongbo Ruan. (2025). On Cultivation of English Majors’ Humanistic Literacy in Translation Teaching. Translation and Foreign Language Learning1(2), 365-370.

DOI: http://dx.doi.org/10.26855/tfll.2025.09.029