The Role of Translation in the Teaching and Learning of French as a Foreign Language: a Case Study of Selected High Schools in Kenya

Abstract

The use of L1 in L2 acquisition is highly discouraged by teacher trainers in institutions of higher learning such as universities and tertiary colleges. In most education systems, the syllabus for foreign languages highlights competence indicators to be the following skills of language: Listening skills, reading skills, speaking skills and writing skills. However, never has ‘translating’ been seen as a technique that can be used to enhance the four skills. This study therefore sought to investigate if the use of code-switching/mixing in teaching of French improves learners’ class participation as well as their performance in a language task. The study also evaluates translation exercises that can be useful in the teaching of French. To conduct the study, a mixed methods research design approach was employed. Questionnaires and interviews were used to collect data which was analyzed using both SPSS and thematic analysis. Key ethical considerations were followed in order to enhance the privacy, confidentiality and anonymity of the study participants. The findings of the study established that code-switching/mixing is important in improving learner participation within the classroom context. Secondly, the findings established that translation exercises had a major impact on learners’ performance in a language task. Lastly, the findings also recommended different translation approaches that were found to be useful in the classroom set up. These included: the use of movies, reading passages, simulation or role playing and a learner centered approach where the learners engaged in the translation activities by themselves. Some recommendations and limitations were suggested at the end in order to enhance the teaching and learning of French.