This chapter originates from a lecture delivered by Anthony Pym at the Las Palmas School of Translation in the Canary Islands, which was later revised and published within his seminal work Epistemological Problems in Translation and Its Teaching (1993). The text is considered a foundational reference in Translation Studies, as it offers a critical examination of the role of “equivalence” and the limitations of semiotic approaches, alongside an in-depth analysis of core methodological and pedagogical issues in translator education. The central problem addressed revolves around the adequacy of traditional teaching models that reduce translation to a mechanical process of linguistic substitution, thereby overlooking cultural, pragmatic, and discursive dimensions. The significance of this chapter lies in its contribution to renewing pedagogical thought in the field, enabling researchers and educators to reassess the theoretical foundations of their teaching practices. Methodologically, Pym adopts a critical, synthetic approach that combines the analysis of theoretical concepts with a review of real-world educational models, employing tools from semiotics and discourse analysis to uncover the assumptions underlying translational choices. The study ultimately contributes to establishing the foundations of a critical pedagogy for translation, one that prioritizes contextual awareness, decision-making, and the translator’s cultural responsibility over mere lexical matching. Translating this chapter into Arabic serves to introduce Arab readers to these pioneering insights and enriches the Arabic library with a unique perspective on the complexities of translation teaching and the renewal of its practices.