Translation and Multilingual Proficiency Between Pedagogy and Ideology in Higher Education: The English Alternative in a Postcolonial French-Tethered Morocco

Abstract

This study investigates the possibilities of an English-oriented reform in Moroccan universities as far as the development of an English-dominated proficiency is manifest in translation classes. Two-hundred seventy-six students were surveyed to determine their attitudes and achievements in translating from and into English. The paper claims that this pursuit has been vulnerable to the premises of postcolonial pedagogy and language policies adopted in/by the Moroccan higher education system since 1960s. It concludes that the insufficiency of reading rates, limitedness of writing skills, and the postcolonial linguistic compulsions emanating from the French/English connection hinder faster education reform achievability in Morocco.