This article draws on an online survey to collect data about the perceptions of Moroccan secondary school teachers of English in connection with their use of translation in English as a Foreign Language (EFL) teaching and learning settings. As in previous research on L1 (first language) use, this study emphasizes the unavoidability of translation and the discrepancy between teachers’ attitudes and their real teaching habits. Uncovering participants’ lack of awareness of the communicative benefits of translation is the major contribution of this study. We recommend reconsidering the communicative prospects of translation for teachers who face the dilemma of inevitable translation, and the trepidation of its long-held uncommunicative assumption.
AhsanM.GhanaM.KhaliqM. (2016). Teachers’ perceptions toward the use of Urdu language in teaching/learning English as a foreign language. International Journal of Business and Social Science, 7(8), 61–72.
Al-MussawiN. (2014). Strategic use of translation in learning English as a foreign language (EFL) among Bahrain University students. Comprehensive Psychology Sage Journals, 3. https://doi.org/10.2466/10.03.IT.3.4
4.
Al SharaeaiW. (2012). Students’ perspectives on the use of L1 in English classrooms. Graduate Theses and Dissertations. https://lib.dr.iastate.edu/etd/12898
5.
ArtarA. (2017). The role of translation in foreign-language teaching. Doctoral Diss.
BensehilC.GuetoucheK. (2018). The use of translation in TEFL advantages and disadvantages case of: Third year pupils and English teachers of hamidi aissa secondary school–ouleddaradj–M’sila. Ma Diss.
10.
BlackmanN. (2014). EFL teachers’ perceptions on the use of L1 in a primary and secondary classroom in Belarus. British Council ELT Master’s Dissertation Awards.
11.
ChanL. T. (2015). Post-communicative pedagogies: Revisiting the translation method of teaching English in East Asia. Translation & Interpreting, 7(2), 75–90. https://doi.org/10.12807/ti.107202.2015.a06
CookV. (2002). Background to the L2 user. In CookV. (Ed.), Portraits of the L2 user (pp. 1–28). Multilingual Matters.
16.
CoplandF.NeokleousG. (2010). L1 to teach L2: Complexities and contradictions. ELT Journal, 65(3), 270–280. https://doi.org/10.1093/elt/ccq047
17.
Council of Europe (2001). The common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
18.
Council of Europe (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Language Policy Division.
19.
DilkovaT. (2010). Learning strategies in foreign language teaching: Using translation in English language teaching. Journal of the University of Chemical Technology and Metallurgy, 45(4), 449–452.
20.
DjelloulD.NeddarB. (2017). The usefulness of translation in Foreign language teaching: Teachers’ attitudes and perceptions. AWEJ for Translation & Literacy Studies, 1(3), 162–176. https://doi.org/10.24093/awejtls/vol1no3.11
21.
DuffA. (1989). Translation. Oxford University Press.
22.
Fernández-GuerraA. (2014). The usefulness of translation in foreign language learning: Students’ attitudes. International Journal of English Language & Translation Studies, 2(1), 153–170.
GabrielatosC. (2001). L1 use in ELT: Not a skeleton, but a bone of contention. A response to prodromou. TESOL Greece Newsletter, 70, 6–9. http://www.gabrielatos.com/L1UseInELT-TGNL.pdf
25.
HentschelE. (2009). Translation as an inevitable part of foreign language acquisition. In WitteA.HardenT.Ramos de Oliveira HardenA. (Eds.), Translation in second language learning and teaching (pp. 15–30). Peter Lang.
26.
HsiehL. T. (2000). The effects of translation on English vocabulary and reading learning. In Paper Presented at the 9th International Symposium on English Teaching, Taipei, Taiwan.
27.
JuliantiH.AtmowardoyoH.MahmudM. (2016). University English teachers and students’ perceptions of language choices in EFL classroom. EMS World, 3(2), 204–220. https://doi.org/10.26858/eltww.v3i2.2258
28.
KarimahA. (2020). Revisiting translation as a Foreign language learning tool: Contrasting beliefs of diversely proficient students. SAGA Journal of English Language Teaching and Applied Linguistics, 1(1), 9–16. https://doi.org/10.21460/saga.2020.11.14
29.
KerrP. (2014). Translation and own-language activities. CUP.
30.
KerrP. (2019). The use of L1 in English language teaching. In Part of the Cambridge papers in ELT series. Cambridge University Press.
31.
KrajkaJ. (2004). Your mother tongue does matter! Translation in the classroom and on the web. Teaching English with Technology: A Journal for Teachers of English, 4(4).
32.
KumaravadiveluB. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates.
33.
KurniawatiA. (2017). Teachers’ perspectives toward L1 use in early English immersion programs. European Journal of Epidemiology, 1(1), 1–12.
34.
LiaoP. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. Regional Language Centre Journal, 37(2), 191–215. https://doi.org/10.1177/0033688206067428
35.
LinH. (2020). Research on the application of computer-aided translation software in English translation teaching. Journal of Physics: Conference Series, 1648(2), 022097. https://doi.org/10.1088/1742-6596/1648/2/022097
36.
MacaroE. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In LlurdaE. (Ed.), Non- native language teachers: Perceptions, challenges and contributions to the profession (pp. 63–84). Springer.
Ministry of National Education (2007). English language guidelines for secondary schools: Common core, first year, and second year baccalaureate. Author.
39.
MollaeiF.TaghinezhadA.SadighiF. (2017). Teachers and learners’ perceptions of applying translation as a method, strategy, or technique in an Iranian EFL setting. International Journal of Education and Literacy Studies, 5(2), 2202–9478. https://doi.org/10.7575/aiac.ijels.v.5n.2p.67
40.
NeokleousG. (2017). Closing the gap: Student attitudes toward first language use in monolingual EFL classrooms. TESOL Journal, 8(2), 314–341. https://doi.org/10.1002/tesj.272
41.
NursantiY. (2016). Students’ perceptions of teachers’ bilingual language use in an English classroom. Journal of English and Education, 4(1), 159–176.
42.
RamsdenT (2018). Translation in Language Teaching (TILT) — Implementing translation techniques as effective communicative tools in the language teaching environment 京都産業大学論集 (pp. 249–274). 人文科学系列 (第51号).
43.
RohmahR.HariyonoH.ShofiyuddinS. (2018). Implementation of google forms in ECE to face digital era. In Advances in social science, Education and Humanities Research (Vol. 249). Atlantis Press.
44.
RossN. J. (2000). Interference and intervention: Using translation in the EFL classroom. Modern English Teacher, 9(3), 61–66.
45.
SaburluZ. (2019). Students’ perceptions towards the use of first language in the foreign language classroom. European Journal of Foreign Language Teaching. https://doi.org/10.46827/ejfl.v0i0.2459
46.
ShoeibA. (2016). The appropriateness of translation in EFL learning: A case study of Albaha university learners’ and teachers’ perspectives, KSA. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(2), 79–109.
47.
SueV.RitterL. (2012). Conducting online surveys. Sage Publications, Inc.
48.
SukirmiyadiA. (2018). Teaching English to young learners through Indonesian-translated Songs. Journal of Physics: Conference Series, 953(1), 012236. https://doi.org/10.1088/1742-6596/953/1/012236
49.
SumarsonoP. (2019). The voices of Indonesian students on the use of English translation of the holy Quran as an authentic material resource to teach reading. Lingual: Journal of Language and Culture, 6(2), 15. https://doi.org/10.24843/ljlc.2018.v06.i02.p03
WangX. (2020). Research on the application of computer technology in college English translation teaching. Journal of Physics: Conference Series, 1575(1), 012029. https://doi.org/10.1088/1742-6596/1648/3/032100
