Optimizing Language Acquisition: The Balance Between English and the Mother Tongue

The debate over whether English or the mother tongue should dominate in English teaching remains a significant issue among researchers. While it is essential to maximize the use of English in the classroom to develop realistic communication skills, there are certain contexts where the mother tongue proves beneficial, such as explaining sociocultural themes, introducing complex topics, or managing discipline. When teachers speak fast, use complex words or make a complex sentence, children may feel inadequate and lose their enthusiasm for the class. Techniques like Total Physical Response (TPR) highlight the importance of physical and visual interaction in language acquisition. When children start to comprehend things, learners will be curious about class, and they will go for learning Using English language is a crucial step in learning English Language. Young learners should be encouraged to use L2 instead of the mother tongue.

Introduction

The question of whether it is more important to use English or the mother tongue in English teaching has long been debated among researchers. Should teachers always use English or is it also possible to use their mother tongue sometimes? The answer is debatable among searchers. It is important to use as much English as possible in class. For many students the teacher is the only source of English and classroom language enables children to acquire realistic communication skills. In the class basic classroom routines, and instructions should be in English, thus the children can become used to basic English routines day by day. In some cases, using the mother tongue is more beneficial and appropriate, such as sociocultural themes. However, English must be used in every possible situation. In Teaching English procedure using English is crucial. Teachers should consistently insist on using English in the classroom to create a strong learning environment.

The Balance Between English and the Mother Tongue

In the class using the natural language, speaking clearly and at medium speed; paying attention to intonation and gestures are most important factors in English Teaching. When teachers speak fast, use complex words or make a complex sentence, children may feel inadequate and lose their enthusiasm for the class. “In foreign language teaching, pronunciation is the one area where it is generally agreed that imitation is the essence of the learning process.” (Broughtonet al., 1978: 58). Teachers should use English as often as possible; children might not understand every word or even the topic, however if teachers use body language and gestures this will make the topic or words comprehensible. For example, teacher may ask “Where is my phone?”  even though children do not know what is that mean, they can understand the teacher is looking for something or they can understand the anxiety of the teacher. Visuality is a huge step in communication. “The theory of Total Physical (TPR) suggests that children learn more easily if they react in a physical way to language stimuli.” (House, 1997: 19). For instance, leaners hear a vocabulary and hold up a card which corresponds to the vocabulary, act out the vocabulary sad/happy face to register feelings and so on. Asking simple questions, requests should be in English. If teacher ask the question in English as “May I begin?” students should get the answer in English not in the mother tongue.  “To develop their cognitive skills, students need the freedom to make mistakes, to experiment with their thoughts, to try out paths that lead to dead ends instead of the goal.” (Puchta & Williams, 2011: 17). Teachers should be insistent about talking English in the class.

There are some situations teachers should use their mother tongue in the class. According to Dornyei, children may not understand new topics, and themes in order to introduce specific subjects and sociocultural themes, using mother language is necessary (Dornyei, 1998: 120). Sociocultural themes can be difficult to understand in a foreign language for this reason using the mother tongue can be the most appropriate form of communication with students. The other situation in which teachers can use mother tongue is to discipline. When teachers want to become serious, they can use the mother language. Because children are used to hear us in English instead of the mother tongue, when teachers use mother tongue they can be surprised and take the warning seriously. Also, in a new activity children may have difficulty, or they can be afraid of not understanding the activity. “Children need to be aware of which activities are specifically indented to develop their spoken skills., they should be encouraged to use only English in these.” (Phillips, 2001: 8). Errors are also beneficial; they help students because errors reflect on their way(s) of thinking and improve their behaviour. Then, teachers can use mother tongue for better understanding and make children comfortable. Mother tongue is essential for some topics however teachers should always speak in English. Even if teachers know children will not be able to understand us teachers should keep speaking in English. Stopping at some points, stressing keywords, using gestures and mimes can be helpful for children to comprehend things they do not understand “Insist on their using English whenever they can (but don’t expect them to perform beyond their abilities.” (House, 1997: 21). Overloading information to the learners is not beneficial, learners feel inadequate, and they can lose their interests. Additionally, visuality assists them to understand things. When children start to comprehend things, learners will be curious about class, and they will go for learning. 

Conclusion

The use of English in language teaching is essential for developing language skills. While the mother tongue can be helpful in certain situations, such as introducing new topics or explaining complex concepts, English should be the primary language used in the classroom. Except for the times that teachers introduce new activities and talk about particular themes especially sociocultural themes, teachers had better use English to be able to teach English. Since using the mother tongue will be more effective in those times.  In communication most of the things should be in English; routines and requests. Teachers should use gestures and mimes for better understanding. Using the English language is a crucial step in learning the English Language. Young learners should be encouraged to use L2 instead of the mother tongue.

References

Broughton, D. G., Broughton, G., Brumfit, C., Pincas, A. & Wilde, R. D. (1978).  Teaching English as a Foreign Language. Routledge.

Dörnyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31(3), 117–135.

doi: 10.1017/S026144480001315X

House, S. (1997). An Introduction to Teaching English to Children. Richmond.

Phillips, S. (2001). Young Learners. Oxford University.

Puchta, H. & Williams, M. (2011). Teaching Young Learners to Think: ELT Activities for Young Learner Aged 6 – 12. Helbling Languages.