Teachers’ Views on Including Translation-Related Exercises in L2 Reading Classes

The teaching of English as foreign language in governmental schools in Morocco has witnessed the introduction of English as a subject in middle schools. Up till now, young learners aged between 13- and 15-years old take English classes for the first time. This category of learners is likely to face difficulties in English classes given that the curriculum in Morocco bans the use of L1 and imposes the sole use of L2 in EFL teaching. Additionally, teachers of English, either in pre- or in-service trainings, are urged to avoid use of students’ mother tongue out of respect for the pedagogical guidelines specific to the teaching of English in Morocco. However, English teachers, especially those working in middle schools, may not agree with the idea of banning L1 use in their classes with beginners despite doing their best to follow the ministerial guidelines. The present paper aimed at investigating middle school teachers’ attitudes towards using translation exercises in reading comprehension classes with beginners. To accomplish this, despite the very strict lockdown conditions which were imposed by the Covid-19 pandemic, 10 Moroccan teachers who teach English in public middle schools were interviewed. Results, generally, revealed that teachers in middle schools are open to the idea of incorporating students L1 in the form of translation exercises in their classes. Data analysis also indicated that teachers are positive towards including translation in reading comprehension classes believing that it is a strategy which could contribute to enhancing foreign language learning.