Are We Teaching or Just Translating?

Abstract

This article explores a pervasive challenge in Philippine classrooms where teachers often rely on direct translation of English lessons into Filipino or local dialects, a practice that hampers genuine understanding and learning. While translation may appear helpful, it frequently results in superficial comprehension, with students memorizing content without grasping deeper concepts or real-world applications. The issue is exacerbated by teacher shortages and insufficient training, forcing educators to teach outside their expertise. The article advocates for comprehensive teacher support, including in-service training, peer mentoring, and curriculum reform that prioritizes depth over coverage. Collaboration with local governments and NGOs to provide supplemental training is also recommended. Ultimately, the goal is to shift from mere translation to effective teaching that fosters critical thinking and meaningful learning.