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

This study examines the role of pedagogic translation in developing English-dominated multilingual proficiency among Moroccan university students, focusing on translation classes at Ibn Tofail University. Surveying 276 students, it finds strong student support for translation as a tool to improve bilingual and multilingual skills, particularly in writing, reading, vocabulary, and cultural understanding. However, the research highlights significant challenges rooted in Morocco's postcolonial language policies, notably the institutional dominance of French, which many students perceive as hindering educational progress and professional opportunities. The findings suggest that a shift toward English-oriented multilingual education, supported by systematic translation training that addresses linguistic and cultural differences, could better serve Morocco's academic and socio-economic development goals.