The Integration of Translation Procedures in the Teaching of French in Tanzania: Challenges and Perspectives

Abstract : In the 1970s, translation started to be taught as a course at the University of Dar es Salaam. Since 2005, the Tanzanian government has decided to include translation and interpreting in the advanced secondary education program (high schools). In this study, we examine the challenges related to the integration of translation processes into French-Swahili translation education at the upper secondary level in Tanzania. Our main objective is to evaluate the program and textbooks used in training future translators at the high school level in order to determine the challenges faced by learners, especially in relation to the integration of translation processes into French language teaching in high schools. Despite a growing demand for translation, the current curriculum is limited to a generic mention of "translation techniques," without explaining the translation procedures that are its operational foundation.This shortcoming has an impact on learners' work, as the textbooks offer practical exercises without any explicit theoretical basis. To conduct this study, we used Vinay and Darbelnet's translation model, “Comparative Stylistics of French and English,” as a guide to describe and analyze the data. The results of the analysis reveal a gap between expectations and educational practice. Furthermore, the lack of guidelines and appropriate resources leads teachers to adopt an exam-focused teaching approach. The conclusions of this study highlight the need to revise the curriculum, develop resources, and train teachers.