Using the mother tongue in an English classroom
ESHLEM and Cashion (2003) define l anguage as “systematized usage of speech and hearing to convey, communicate, or express feelings and ideas.” Through the use of language, we can able to open the wide vistas of reality to support the things we have observed and experienced. The norms, values, and ideas exist because we have learned to identify or experience these things through language (Perucci and Knudsen, 1984). Furthermore, language is an integral part of culture; human culture cannot exist without it. The mother tongue has such important role in forming our individuality and shaping our thoughts and emotions. Learning of concepts and skills and perception of existence starts with the mother tongue. We can better connect to our parents, family, relatives, culture, history, identity, and religion through our mother tongue. Moreover, every language spoken in the world represents a special culture, melody, color, and asset and to all the mother language is certainly one of the most precious treasures in our lives which enables us to transcend time and space. Therefore, it is our duty and responsibility to enrich and preserve this and hand it down to the next generation.
I strongly stand that the mother tongue should be used judiciously in an English classroom. According to Cook (2001), the positive role of mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching. Judicious use of mother tongue in the English classrooms does not reduce student’s exposure to English, but rather can assist in the teaching and learning process (Tang, 2002). Research shows that complete deletion of mother tongue in English classroom situation is not appropriate (Butzkamm, 2003). When used appropriately, the use of mother tongue can be facilitating factor and not just an interfering factor. Schweers (1999) suggests that teachers should be encouraged to incorporate the native language into lessons to influence the classroom dynamic, and “starting with the L1 provides a sense of security and validates the learners’ lived experience, allowing them to express themselves.”
In addition, students’ first language is a critical foundation, not only for language learning, but for all learning. We can build on English language learners’ language skills, other prior knowledge, and cultural backgrounds to enhance their understanding of English and ease their integration into the mainstream classroom, while increasing all students’ awareness of the benefits of cultural diversity. It is important that all students have opportunities to share information
about their languages, cultures, and experiences. In this way, they can develop an enriching awareness of both the differences and similarities among their cultures and languages, and all students can experience a sense of belonging. By welcoming a student’s home language, schools facilitate the flow of knowledge, ideas and feeling between home and school and across languages (Cummins, Bismilla, Chow, Cohen, Giampapa, Leoni, Sandhu, and Sastri, 2005). This will enhance their development of English language proficiency, support their sense of identity and self- confidence, and promote positive attitudes towards language learning among all students, including English speakers. Students’ first languages have an important place alongside English. Inviting students to use their first language as well as English enables them to draw on their strengths, including their existing academic, linguistic, and cultural knowledge. As an added advantage, it may enable parents to become more involved in their children’s education.
Therefore, mother tongue is a powerful tool to preserve and convey culture and cultural ties. Thus, teachers must be familiarized with the advantages of using learners’ mother tongue in English classrooms and should be reasonably given enough leeway to use this resource constructively. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learners are already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an Englishonly atmosphere in our classrooms. Proverb said, “Our mother tongue is the language we use to think, dream, and feel emotion.” (