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Role of Translation in Language Teaching: Insights from Pakistan’s English Language Lecturers

Introduction

Role of translation in language teaching: insights from pakistan’s english language lecturers. Explore translation's role in English language teaching in Pakistan. Lecturers' perceptions reveal its value for L1-L2 linguistic competence, especially in resource-constrained contexts.

Abstract

In Pakistan’s English language classrooms, translation remains a practical yet contested pedagogical tool. While academic discourse has often marginalized Translation in Language Teaching (TILT) in favor of exclusive target language (L2) instruction, emerging research highlights its potential to strengthen linguistic competence by strategically linking learners’ first language (L1) with L2. This qualitative study examines the perceptions and practices of eight English language lecturers from government colleges in Karachi, alongside students’ views, regarding the use of translation in English language teaching. Data were gathered through semi-structured lecturer interviews and anonymous end-of-year student feedback questionnaires, and analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings reveal strong support for TILT when applied selectively, recognizing its value as a facilitative tool for L2 learning while cautioning against over-reliance. The study underscores TILT’s pedagogical relevance in resource-constrained contexts and recommends future research on structured, balanced integration of translation within communicative and immersive L2 teaching approaches.

Review

This paper, titled 'Role of Translation in Language Teaching: Insights from Pakistan’s English Language Lecturers,' addresses a highly pertinent and often debated topic in second language pedagogy: the strategic use of L1 translation in L2 instruction. The study is particularly valuable for its focus on Pakistan, a context where resource constraints and diverse linguistic backgrounds likely make the exclusive L2 approach challenging. By exploring the perceptions and practices of English language lecturers and integrating student feedback, the research offers a nuanced understanding of Translation in Language Teaching (TILT) as a practical yet contested pedagogical tool. Its findings, revealing strong support for selective and strategic application of TILT, contribute significantly to the ongoing discourse surrounding L1 integration in L2 classrooms, particularly in non-Western, EFL settings. Methodologically, the qualitative approach, employing semi-structured lecturer interviews and anonymous student feedback questionnaires, provides rich, contextualized data analyzed through Braun and Clarke’s (2006) thematic analysis. This multi-perspectival design strengthens the credibility of the findings. The study’s core insight lies in its articulation of TILT not as a default method, but as a valuable 'facilitative tool' for L2 learning, particularly when applied selectively. This careful balance, emphasizing its utility while cautioning against over-reliance, resonates with emerging research that advocates for a more strategic and informed use of the L1 rather than its outright ban. The perceptions from the eight lecturers in government colleges in Karachi, augmented by student views, offer concrete examples of how translation can bridge linguistic gaps and enhance comprehension in real-world teaching scenarios. While the study provides compelling insights, its qualitative nature with eight lecturer participants from a specific region, while offering depth, inherently limits the generalizability of the findings to a broader national or international scale. Nevertheless, its implications for pedagogical practice are substantial, particularly for educators in similar resource-constrained environments grappling with the L1/L2 divide. The paper effectively argues for TILT’s pedagogical relevance and wisely recommends future research to focus on the 'structured, balanced integration of translation within communicative and immersive L2 teaching approaches.' This forward-looking recommendation suggests a pathway for moving beyond the traditional 'either/or' debate, advocating for a sophisticated incorporation of L1 where it genuinely enhances L2 acquisition without compromising immersion. The paper successfully opens avenues for more nuanced, context-sensitive approaches to language teaching.

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