This chapter aims to examine the pedagogical limitations of translation training in Madagascar, where the discipline is embedded within general language programmes rather than offered as a standalone discipline. The study adopts a qualitative, practice-based approach grounded in decolonial translation studies. Drawing on extensive teaching experience and classroom observation, the analysis focuses on recurrent syntactic and lexical difficulties encountered by students when translating between Malagasy and Western languages. Malagasy, an Austronesian language, follows a canonical verb–object–subject (VOS) order, whereas English and French follow subject–verb–object (SVO) constructions. Combined with a limited stock of abstract, technical, and scientific vocabulary in Malagasy, this typological mismatch results in persistent syntactic, lexical, and cultural difficulties. Teaching experiences reveal that students internalize a cognitive hierarchy, associating Western grammatical norms and abstract lexical domains with academic legitimacy, often resulting in an unnatural adherence to source text structure, leading to linguistic, lexical, and cultural errors. The chapter proposes a decolonised pedagogical framework that integrates indigenous narrative competencies, translanguaging practices, and multimodal methodologies such as Digital Storytelling (DS) to professionalise Malagasy reading/lexical and oral/aural skills. This framework provides a culturally grounded and transferable model for rethinking translation pedagogy in non-Western contexts shaped by colonial educational legacies.