Details de l’article

This study delves into the contentious issue of translation in English as a Foreign Language (EFL) teaching, focusing specifically on the views of Malian teachers. Historically rooted in the Grammar Translation Method, which fell out of favour in the late 20th century due to criticisms of its lack of communicative effectiveness, translation in language teaching remains a topic of debate. While some argue for its pedagogical benefits, others advocate for an English-only approach. This paper presents the findings of a questionnaire-based study conducted with 152 Malian EFL teachers from both university and secondary school settings. The study explores teachers' perceptions of using translation, particularly the use of French, as a pedagogical tool in EFL instruction. Results indicate that a majority of teachers perceive translation as a useful aid in overcoming learning difficulties. For example 96% of the respondents admitted that the use of translation is beneficial in the foreign language classes. Additionally, 91 % agree that translation helps learners in language classes. This research sheds light on the nuanced perspectives surrounding translation in EFL teaching and provides insights into its practical implications in the Malian educational context. Keywords: EFL teaching, French language, Pedagogical tools, teachers’ perceptions, translation