Role Of Using The Based On Language Teaching Practice

However, there is a lot of dispute about the use of target language (TL) in the MFL classroom and key questions such as when and how often should we use the TL?’ as well as when should we use the mother tongue?’ have arisen. On one side, many argue in favour of the TL and feel that the national curriculum requirement is best met if classes are taught as often and as possible, using the target language as ‘a real means of communication’ (Jones, Halliwell, Holmes, 2002) and ‘using it not only as a ‘target’ to be learnt but for other purposes, students are more likely to perceive it as a useful medium for communication (Littlewood, Yu) and develop more motivation to learn it (Chambers, 2013)’. In addition, using TL in the classroom provides significant learning opportunities, especially when there are few opportunities to use the TL outside of lesson (Yoshida). This view is reinforced by Turnbull (2001) who states that ‘the teacher is most often the sole linguistic model for the students and therefore their main source of TL input’ further emphasising the importance of communication in the TL in the classroom, especially when is not uncommon for

In recent years, a discussion has been brought forward about whether the mother tongue (L1) should be implemented in foreign language classrooms or not. “The issue of whether language teachers should use the students’ first language in their second/ foreign language classroom has always been a controversial one” (Sharma, 2006:80). When looking at the historical process of teaching a foreign language, it is observed that teaching techniques should not be based on mother tongue. The target language (TL) is best taught in that language and by the native speakers. It is widely believed that the more exposure to the other languages, the less effective the target

Therefore, if the goal is to teach English and have the students gain the necessary knowledge that their monolingual peers possess, knowledge that consequently allows them to pass the standardized tests spoken of before, changes must be made. Cummins (2009) argues that we must move away from this direct method mode of teaching, where students’ L1s are not only “banished” but also invalidated, to a true bilingual approach that acts to, “legitim[ize] students’ L1 as a cognitive tool within the classroom [and] challenges the subordinate status of many minority groups and affirms students’

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

English is my native language. Aside from foreign language classes in high school and college I have never experienced dissonance between my native language and the dominant language in America. For the purpose of this interview, I created three main research areas related to learning about the ESL learners experience and how it aligns with course literature and concepts. The areas I was most interested in were: their transitions from their heritage language to English, their education experiences from early childhood up to adulthood, and finally how they view language and identity. Some examples of these questions include, “Can you tell me about your early experiences with English?” “How closely does your identity and language align?” and

The United States school systems have tried and still to this day, find ways to help Immigrants to assimilate into the culture and the language of the country. Teachers spend countless hours trying to stay within the curriculum, while teaching English language learners to stay par with their peers who are native to the country. One way to help students assimilate the second language would be to utilize the student’s first language to teach a second language. All the while there are some pros and cons to this approach.

Due to the presence of the use of mother tongue (L1) it shows the lack of teachers’ incredibility and capability (Labov, 1971, cited in Hughes, Shauness, and Brice, 2006). Linawati (2015, p. 2) also felt a disadvantage of using code switching in classrooms, she stated that the teachers are not creating appropriate atmosphere and encouraging the students’ interest in learning English. In contrast from socio-cultural perspective, the presence of code-switched communication in EFL classrooms encourages capability of using both languages effectively and creative language use (Dahl, Rice, Steffensen, Amundsen, 2010). As for the students’ attitude based on Suganda (2012) and Hamied (2014) studies reveal that students have a positive attitude towards the use of code switching in EFL classrooms. They feel code switching is one of the effective language learning

I am going to explore the relevance, benefits and the place of Modern Foreign Languages within the curriculum as well as the ‘framework’ associated with MFL which supports other subjects. I will focus more on cognitive, health, education benefits as well as economic values. I will also touch upon cultural, personal and social advantages. These different aspects will help to outline what ‘learning a foreign language’ consists of and justify the status and significance of Modern Foreign Languages within the curriculum.

Nowadays English has become one of the most used languages all around the world, with this, the necessity of learning English as a foreign language is one that hundreds of people all around the world have. All these people have different reasons to learn the language and many different learning styles. This essay will try to explain through the use of research why and how people learn English as a foreign language.

Meaningful learning only take place when interaction exists between the teacher and the learner. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart” says Nelson Mandela. So mother tongue allows for proper social integration and helps to avoid maladjustment in schools. Therefore, in the maze of unfamiliar linguistic medium, the learner have at least the familiar mother tongue to hold on. For the same reason, mother tongue is the most effective medium to use in instructing learners if they are about to reach their potential. It has been proved that children learns well when they are highly skilled in the medium of

I love this quote written by Rita Mae Brown that say “Language is the road map of a culture. It tells you where its people come from and where they are going. As educators, we need to celebrate the diversity of student in the classrooms throughout this country and promote a climate of acceptance and respect for all. Today ,after taking TESOL for three weeks ,my perspective on language teaching had changed tremendously. I will be more open minded to my student and their mother tongue which can help them to acquire the English language. My purpose is to assist students to become proficient in English, to develop both intellectually and to achieve the expected learning outcomes of the curriculum. I remembered one day that a student was transferred from Chetumal who only spoke Spanish. I knew that was a challenge to me because I

The role of mother tongue in second language learning has been the topic of much debate and variance. Most teachers feel that the use of MT should be reduced and they feel guilty if they use it so much. When asked they find it difficult to say why.. The general assumption is that English should be learned through English, just as you learn your mother tongue using your mother tongue. But the idea that the learner should learn English like a native speaker does, or tries to 'think in English is an unsuitable and unachievable thought. The function of MT in teaching and learning of English has been discussed in literature. The role of MT was found both positive and negative in English teaching and learning. MT is an influential determinant of Second Language Acquisition. The MT is a resource which students use both consciously and

. Mother tongue must be the medium of instruction in all schools across the country. Plays an important role in framing child’s thinking, emotions and spiritual world. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart” says Nelson Mandela. I strongly agree with the motion, as mother tongue is the language of the heart and mind. In in this essay, the reason why mother tongue should be the medium of instruction in South African schools is discussed.

Learner talk in the target language can only flourish if teachers themselves are prepared to use and maintain the TL the MFL classroom as the main communication language. But there are many other factors that contributes to learner talk in the TL or the lack of it. One prominent factor is the literacy level of the learner in his own mother language. There might be a lack of grammatical knowledge as well as problems with spelling, reading and writing. If the learner has not yet understood the workings of his own language, it will become very difficult to him/her to progress in the L2. Bearing these factors in mind, the teacher must try and provide different types of support in order to help the learners to access the MFL.

Firstly, the positive parts of the TBL lesson, the Teacher (T) was leading the lesson by concentrating on the local needs of the Learners(L) (Tarone and Yule, 1990). To investigate the L’s knowledge, she used the life experience for learning the language (Tarone and Yule,1991:5). It was a well-chosen