The Ways of Using Mother Tongue in English Language Teaching

Mauro Dujmović

doi:doi:10.11648/j.ijll.20140201.15

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The Ways of Using Mother Tongue in English Language Teaching

Mauro Dujmović

Published in International Journal of Language and Linguistics (Volume 2, Issue 1)

Received: 6 January 2014 Published: 20 February 2014

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Abstract

Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.

Published in	International Journal of Language and Linguistics (Volume 2, Issue 1)
DOI	10.11648/j.ijll.20140201.15
Page(s)	38-43
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

First Language (L1), Second Language (L2), Bilingual, Monolingual, Teaching, Learning, Skills, Students, Research, Teachers

References

[1]	Auerbach, E. (1993). Reexaming English only in the ESL classroom. TESOL Quarterly 27, 1, pp. 9–32.
[2]	Close, R.A. (1981). English as a Foreign Language. London. George Allen & Unwin Publishers Ltd.
[3]	Dörnyei, Z. and J. Kormos. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 3, pp. 349–385
[4]	Miles, R. (2004). Evaluating the Use of L1 in the English language Classroom. School of Humanities. Centre for English Language Studies Department of Englis University of Birmingham.
[5]	Nunan, D. and C. Lamb. (1996). The self-directed teacher. Cambridge: Cambridge University Press.
[6]	Schweers, W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37, 2, pp. 6–9.
[7]	Stevick,E.W. (1992).Teaching and Learning Languages. Cambridge. Cambridge University Press.
[8]	Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40, 1, pp. 36-44.
[9]	Weschler,R. (November 1997). Uses of Japanese (L1) in the English Classroom: Introducing the Functional-Translation Method. The Internet TESL Journal, Vol. III, No. 11

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APA Style

Mauro Dujmović. (2014). The Ways of Using Mother Tongue in English Language Teaching. International Journal of Language and Linguistics, 2(1), 38-43. https://doi.org/10.11648/j.ijll.20140201.15

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Mauro Dujmović. The Ways of Using Mother Tongue in English Language Teaching. Int. J. Lang. Linguist. 2014, 2(1), 38-43. doi: 10.11648/j.ijll.20140201.15

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AMA Style

Mauro Dujmović. The Ways of Using Mother Tongue in English Language Teaching. Int J Lang Linguist. 2014;2(1):38-43. doi: 10.11648/j.ijll.20140201.15

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@article{10.11648/j.ijll.20140201.15,
  author = {Mauro Dujmović},
  title = {The Ways of Using Mother Tongue in English Language Teaching},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {1},
  pages = {38-43},
  doi = {10.11648/j.ijll.20140201.15},
  url = {https://doi.org/10.11648/j.ijll.20140201.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140201.15},
  abstract = {Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.},
 year = {2014}
}

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TY  - JOUR
T1  - The Ways of Using Mother Tongue in English Language Teaching
AU  - Mauro Dujmović
Y1  - 2014/02/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.20140201.15
DO  - 10.11648/j.ijll.20140201.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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EP  - 43
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20140201.15
AB  - Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.
VL  - 2
IS  - 1
ER  -

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Mauro Dujmović

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APA Style

Mauro Dujmović. (2014). The Ways of Using Mother Tongue in English Language Teaching. International Journal of Language and Linguistics, 2(1), 38-43. https://doi.org/10.11648/j.ijll.20140201.15

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ACS Style

Mauro Dujmović. The Ways of Using Mother Tongue in English Language Teaching. Int. J. Lang. Linguist. 2014, 2(1), 38-43. doi: 10.11648/j.ijll.20140201.15

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AMA Style

Mauro Dujmović. The Ways of Using Mother Tongue in English Language Teaching. Int J Lang Linguist. 2014;2(1):38-43. doi: 10.11648/j.ijll.20140201.15

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@article{10.11648/j.ijll.20140201.15,
  author = {Mauro Dujmović},
  title = {The Ways of Using Mother Tongue in English Language Teaching},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {1},
  pages = {38-43},
  doi = {10.11648/j.ijll.20140201.15},
  url = {https://doi.org/10.11648/j.ijll.20140201.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140201.15},
  abstract = {Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.},
 year = {2014}
}

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TY  - JOUR
T1  - The Ways of Using Mother Tongue in English Language Teaching
AU  - Mauro Dujmović
Y1  - 2014/02/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.20140201.15
DO  - 10.11648/j.ijll.20140201.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 38
EP  - 43
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20140201.15
AB  - Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.
VL  - 2
IS  - 1
ER  -

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