The Effects of Translating English into Wolaita Language on Students’ Learning of English: The Two Selected Second Cycle Primary School in Focus

Abstract

The main purpose of this study was to investigate the effects of translating English into the students’ first language on learning of English at two second cycle primary schools. Concerning the sample size, 15% of the total student population was selected. In this way, 111 students and 6 teachers were selected. Classroom observation, questionnaire, focus group discussions, interview and audio-taped lessons were used to collect the data. Both closed and open-ended questionnaire was administered to the 111 students. To collect additional data, three different English teachers’ lessons were recorded. In addition, interview with teachers and focus group discussions (FGD) with students was carried out to get the data that may appear difficult to get through other tools. Descriptive survey method was employed to analyze the data. Results of the data show that both teachers and students have positive attitudes toward the use of translation except a few who reject it. The study also showed that teachers use translation in English classroom. Even if audio-taped lessons indicated some mismatch of translated sentences and the original English language versions, the majority of sample students further agreed that translation and L1 use helps them to make difficult concepts easy; to feel comfort; to feel at ease, and develop target language vocabularies. In contrast to this, some sample students and teachers did not disclose the problems that might affect students’ English learning ability. Again, audio-taped lesson results indicated that time devoted to English language was found to be insignificant compared to the time taken by the students’ L1 and there were some problems of meaning difference between English and translated versions. Sentences and phrases often are mistranslated. The study suggested that translating English text books into the students’ L1 would have a paramount importance on the students’ ability to learn the target language.