In Pakistan’s English language classrooms, translation remains a practical yet contested pedagogical tool. While academic discourse has often marginalized Translation in Language Teaching (TILT) in favor of exclusive target language (L2) instruction, emerging research highlights its potential to strengthen linguistic competence by strategically linking learners’ first language (L1) with L2. This qualitative study examines the perceptions and practices of eight English language lecturers from government colleges in Karachi, alongside students’ views, regarding the use of translation in English language teaching. Data were gathered through semi-structured lecturer interviews and anonymous end-of-year student feedback questionnaires, and analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings reveal strong support for TILT when applied selectively, recognizing its value as a facilitative tool for L2 learning while cautioning against over-reliance. The study underscores TILT’s pedagogical relevance in resource-constrained contexts and recommends future research on structured, balanced integration of translation within communicative and immersive L2 teaching approaches.
Abbas et al. (Mon,) studied this question.