CristinaCultural –and Georgiana Linguistic Voicu Communication

OVERUSING MOTHER TONGUE IN ENGLISH TEACHING

Cristina – Georgiana VOICU Assoc. Prof. PhD, Dept. of Communication, Public Relations and Journalism, “Apollonia” University of Iaşi, Romania Corresponding author: [email protected]

Abstract the mother tongue equivalent can help learners This article focuses on the students’ use of the mother understand how English works. If the use of the tongue as well as the teachers’ use of the mother tongue mother tongue proves to be helpful in the class during the English classes. A number of dimensions are addressed: students’ perspective on mother tongue use, then both the teacher and the students will benefit from this. However, the mother tongue teachers’ perspective on mother tongue use, strategies for

encouraging use of the target language and relevant should be used only in certain situations. It is implications for teaching methodology. The reliance on a good idea to agree a policy on its use together similarities between the language being learnt and the mother tongue can be both a help and a hindrance, and with the students at the beginning of the school will often lead to correct ‘guesses’. It can help the learner year and decide when and why mother tongue to get things right. I want to concentrate in this paper on will be used and by whom. providing solutions which have to overcome the overuse of the mother tongue. The conclusion calls for a balanced When confronted with something new, and flexible view of student use of communicationthe mother tongue.target whether it is a different kind of music, or just languageKeywords: mother tongue, , new information, it is a natural instinct to look . for similarities with things that are familiar, to try and draw some comparison with what we 1. INTRODUCTION already know. Consciously or unconsciously, we bring what we know to what we do not, making it impossible to learn anything entirely from For many i.e. years, teaching English crosslingually, using the students’ mother scratch. This is certainly no less true when we set tongue (in monolingual classes) as a learning aid, about learning a . In many cases was discredited in favour of an “English through teachers’ explanations are in the students’ mother English” (intralingual approach). However, tongue, a bilingual is consulted in the there seems to have been a recent swing of the early stages, and even in the classroom using the pendulum towards a more flexible proposal most direct language-teaching methods, the which still admits that the more English is used learner will still, of necessity, conduct an internal in the classroom, the better but considers L1 as dialogue or rationalisation in his native tongue. an important teaching/learning tool. A good It is not possible to learn a foreign language example of this is Mario Rinvolucri who used to without relying to some extent on your mother be an advocate of the Direct Method, but now tongue, and the impulse to look for similarities thinks that the students’ mother tongue has an and to draw conclusions based on them is as important role to play in foreign language strong here as in any other learning context. This instruction. Thus, the foreign language teaching impulse will be stronger with the greater the field is dynamic and the mother tongue can be a incidence of apparent similarities. And the useful instrument in the communicative foreign apparent similarities that exist between many of language classroom. For instance, where English the of the world are innumerable. grammar is posing a conceptual difficulty, an They are also in the eye of the beholder, since our illustration of a mother tongue equivalent can be individual perceptions of similarity are as helpful. Take the ways in which English uses individual as we are. In this respect, the overuse present tense simple, for example. Linking of the L1 in the L2 classroom might be prejudicial examples of each use of the present tense with for the students’ learning process.

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There are, of course, many other influences at process should be minimized In fact a lot of play when we learn a foreign language, but the teachers believe that theL1 use in EFL classes influence that the mother tongue has on the must be discouraged because of many reasons: language we produce when we use a foreign • Use of L1 may become a habit that both language has become a very important area of learners and teachers may resort to whenever study for people interested in second language a difficulty is encountred. acquisition, language teaching, ELT publishing, • L1 may be sometimes misleading when and language in general and is usually referred learning the target language. In spite of the to as ‘Language Interference’, ‘Transfer’, or existence of universal governing language ‘Cross-linguistic influence’. It is suggested that sytems, languages differ more or less. the language produced by foreign learners is so • When using L1 to teach EFL students, errors unavoidably influenced, and even distorted, by may emerge due to the L1 transfer. Examples the mother tongue of the learner that it should of errors range from to grammar. rather be termed an ‘’ since it will French learners for example may be misled always be a blend of the foreign language and by the similarity between the French the mother tongue. The better the learner is at “actuellement” and the English word overcoming language interference, the more “actually”. In spite of the similarity, the dilute that blend will be. meaning of these vocabulary items differ. It is important for teachers to understand the The French “actuellement” means “now” or errors their students make and to target their “at the moment” while “actually” in English lessons to each student’s individual needs. For means “really”. The Arab learners may also the persons who come into contact with non- encounter difficulties related to the syntactic native speakers of English, whether in the course structures of sentences. In Arabic, the sentence of business or simply when travelling, awareness structure is V-S-O while English sentences of the kinds of mistakes that learners make and are built following the S-V-O structure. why they make them will help towards mutual • The use of L1 in EFL classes hinders the understanding. A glance at the long and complex development provision of enough comprehensible input, a of the English language as we know it today and prerequisite for aquiring any language. at the many linguistic and cultural incursions The support for the monolingual approach to made into it over the centuries, coupled with its teaching can be summarized as follows: apparent eagerness to welcome from 1. The learning of an L2 should model the other languages into its , goes some way learning of an L1 (through maximizing the towards explaining the vast number of traps exposure to L2). awaiting the English learner. And when we 2. Successful learning involves the separation consider the variety of different learners with and distinction of L1 and L2. different mother tongues, together with the 3. Students should be shown the importance of variety of other forces at work in the language the L2 through its continual use. learning process, the task of defining, let alone analyzing, learner’s interlanguage becomes a However, the monolingual approach is not huge challenge. without its criticisms. One of them is that exposure to language leads to learning; excluding students’ L1 for the sake of maximizing students’ 2. APPROACHES TO THE USE OF L1 exposure to L2 is not necessarily productive. In IN L2 CONTEXT. THE MONOLINGUAL addition, Auerbach criticizes these tough APPROACH exposures to the target language by calling them “all-or-nothing views”, and adds: “acquiring a It has been argued that learners aquire foreign second language is to some extent contingent on languages following basically the same path they the societally determined value attributed to the aquire their mother tongue. According to him, L1, which can be either[ reinforced] or challenged the use of the mother tongue in the learning inside the classroom” 1 .

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3. THE BILINGUAL APPROACH must be considered “as a means to an end”. The target language must be used where possible and L1 when necessary. Here are some examples The monolingual approach has been criticised of appropriate use of L1 in EFL classes. by many teachers who find that the use of L1 in • Beginners EFL classes is beneficial at various levels. EFL teachers working with monolingual students at The mother tongue can be probably more lower levels of English proficiency find beneficial to beginners. As they progress in prohibition of the mother tongue to be practically their learning the target language will take the impossible. So instead of looking at the students’ lead. • L1 can be time-saving native language and cultural background as . inferior or a source of errors, they must be used Instead of going through long explanations in as a tool to maximize foreign language the target language, it is sometimes easier and learning. The mother tongue represents a more efficient to give a of a powerful resource that can be used in a number vocabulary item or an explanation of a of ways to enhance learning but it must always grammar point. Imagine a teacher who wants be used in a principled way. Sheelagh Deller and [ ] Using the Mother to teach the word “car” to French students TongueMario Rinvolucri’s book 2 and starts by phrasing the explanation as , which provides practical L1 activities, follows “a car is a road vehicle with an engine, shows that judicious use of L1 can maximize four wheels, and seats for a small number of language learning. people” while a simple translation of the The evidence suggests that some EFL teachers word (or perhaps the use of visual aids) would strongly believe that they should never use even be enough. a single word from the mother tongue in the classroom. These teachers are followers of the • Comparison so-called ‘Monolingual Approach’, and others A comparison of English and the mother who are somehow skeptical about the use of L1 tongue can be a very enriching experience. In or use it wisely in their classes are the proponents fact, discovering the similarities and of the ‘Bilingual approach’.[ ] In addition to these differences of both languages can enhance two approaches, Nation 3 introduces another acquisition. This comparison can be done at approach called a ‘Balanced Approach’. He ¦different levels: believes teachers need to show respect for Vocabulary learners’ L1 and need to avoid doing things that – Exploring the nuances of vocabulary make L1 seem inferior to English. items in both languages During its history, the bilingual approach – Building bilingual (or even multilingual) gained support and validation from many ¦ semantic maps scholars and research findings. Auerbach believes Grammar that “when the native language is used, practi­ – A commparison between L1 grammar tioners, researchers, and[ ] learners consistently and L2 grammar yields interesting results. report positive results” 1 . In fact there has been – This comparison will highlight the a gradual move over the years away from the differences between the two languages. “English only” dogma that has long been a part Teachers and learners may build on these of the British and American ELT movement. differences to avoid negative transfer. – The comparison also shows the 4. JUDICIOUS USE OF L1 IN FOREIGN silmilarities which will undoubtedly boost LANGUAGE LEARNING the internalization of L2 grammar. • Culture Using L1 is not the problem. The problem is Language is a vehicle for cultural aspects. If when and how to use it. Before answering this teachers ban the use of the mother tongue, this question, it should be borne in mind that L1 use underlies an ideological conception of L1

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culture as being inferior. Alternatively, understand what lies behind the methods the cultural differences and similarities can be teacher is using. This can only be done at this highlighted to help learners accept and tolerate level through their native language. • Errors differences while at the same time preserve their culural uniqueness. This can be done The discussion of some recurring errors can through various activities where L1 plays an be a helpful activity for the students. It is true important role. ¦ that a lot of errors are caused by L1 transfer. Proverbs French students, for example, say “I’m agree” Students may be given a set of proverbs in instead of “I agree” which is an error due to the target language and be asked to find the L1 transfer (in French “Je suis d’accord”.) A corresponding ones in their mother tongue discussion in L1 of such errors will help if they exist. If not they try to translate the students overcome these problems. ¦ proverbs into their language. Idiomatic Expressions 5. ROLE OF L1 IN TEACHING Again, finding the corresponding or METHODOLOGY a translation of target language idioms might be very helpful to detect cultural EFL teachers manage the process of language ¦ differences or similarities instruction in their classrooms by exploring the Songs students’ L1. Here, the aim is to first categorize The translation of lyrics from the students’ different language teaching methods and then favouorite songs can be a pleasant discuss the role and the use of L1 in each of them ¦ experience. briefly. A common classification of methods is: Jokes traditional, alternative and current communi­ Funny EFL activities can be built on jokes. cative methods. In the field of English language Students may translate and tell or act jokes teaching the traditional methods of teaching a to create an environment where there is no language are: Grammar Translation Method, stress. • Classroom management Direct Method, and Audiolingual method. Examples of alternative methods are: , Management of conduct and discipline is , , and sometimes hard to be done in the target Community Language Learning. Furthermore, language. For instance, if a serious problem communicative approaches are Communicative emerges in the classroom, will the teacher Language Teaching and . The really insist on an English-only policy when grammar translation method known as “GTM” coping with it? is the method in which nearly all phases of the • Grammar lesson employ the use of students’ L1 and[ ] translation techniques. As Celce-Murcia 4 L1 can be of great help when teaching believes, in GTM there is little use of the target grammar. Translation exercises for example language and instruction is given in the native may be the perfect practice when there is a language of the students. In addition, the process grammar point that is causing trouble to of evaluation occurres when students can students. • Instructions translate the readings to the first language and if they knew enough to translate especially Many failures in tests are due to learners lack selected and prepared [exercises] from the first to of understanding of instructions. L1 can be the second language 5 . Applying translation used to redress this issue, helping students to was excessive when GTM was a common method • understandRationale what is exactly asked from them. in teaching English. A sudden and immediate removal of L1 from the classroom happened at Students need to understand the rationale the time of ‘Reform Movement’, when reformers behind activities or methods. They should believed that translation should be avoided,

International Journal of Communication Research 215 Cristina – Georgiana Voicu although the native language could be used in used. Meaning is made clear through body order to explain[ ] new words or to check movements (p. 115). comprehension 6 . • Communicative Language Teaching: A haphazard use of the mother tongue may Judicious use of the students’ native language be an unwanted side-effect of monolingualism,[ ] is permitted in communicative language often employed today by disaffected teachers 7 . teaching (p. 132). A very concise description of L1 role in EFL [ ] The students’ native language has had a context is presented by Larsen-Freeman 8 . She variety of functions nearly in all teaching methods supports the role of the mother tongue in the except in Direct Method and Audiolingualism. classroom procedures and summarizes the role Those methods had their theoretical under­ of L1 in various ELT methods: pinnings in ‘structuralism’ and assumed • Grammar Translation Method: The meaning language learning to be a process of habit of the target language is made clear by formation, without considering the students’ translating it into the students’ native affect, background knowledge and their linguistic language. The language that is used in the abilities in L1. class is mostly the students’ native language (p. 18). 6. SOLUTIONS OF OVERCOMING • Direct Method and Audiolingual Method: THE USAGE OF MOTHER TONGUE The students’ native language should not be IN ENGLISH LANGUAGE TEACHING used in the classroom because it is thought that it will interfere with the students’ Every language teacher at some point has felt attempts to master the target language (p. 30 guilty, puzzled and frustrated about their and 47). students’ perceived overuse of their mother • Silent way: The students’ native language tongue in the classroom. In a monolingual can, however, be used to give instructions context, that is to say where all students speak when necessary, and to help a student the same mother tongue (a classroom reality for improve his or her pronunciation. The native the majority of language teachers), this perception language is also used (at least at beginning can become quite a problem. The best way to levels of proficiency) during feedback deal with the problem (at least for some teachers) sessions (p. 67). is to deny the students’ use of the mother tongue and determine them to speak in English. There • Suggestopedia: Native-language translation is used to make the meaning of the dialogue is nothing wrong with this strategy as far as it clear. The teacher also uses the native goes, but it rarely allows the teacher or the language in class when necessary. As the students a chance to understand why L1 was course proceeds, the teacher uses the native being used in the first place. language less and less (p.83). A more complete strategy however is to be proactive. This means that the teacher should • Community Language Learning: Students’ actively control and influence how and when the security is initially enhanced by using their mother tongue is used. He shouldn’t waste time native language. The purpose of L1 is to trying to eliminate the use of mother tongue provide a bridge from the familiar to the completely from the classroom. Instead, he unfamiliar. Also, directions in class and should concentrate on ways of exploiting and sessions during which students express their playing with L1. Decide when it might be feelings and are understood are conducted in beneficial to use L1 and why. The teacher should their L1 (p.101-102). explain his choices to his students if he thinks • Total Physical Response: This method is that it would be helpful. If he can do this, his usually introduced initially in the students’ classes are likely to be more authentic in the native language. After the introductory sense that they reflect the natural interplay of L1 lesson, rarely would the native language be and L2 which is inherent in second language

216 volume 2 • issue 3 July / September 2012 • pp. 212-218 OVERUSING MOTHER TONGUE IN ENGLISH LANGUAGE TEACHING acquisition. Here are some activities which 30 seconds to read it, then take it away. They involveØ the use of both L1 and L2 in EFL classes. must each individually write what they understood but in their own language. Compare Conversation 15 minute Startersactivities afterwards. (pre-intermediate +) Reverse translations Using mother tongue newspapers for (intermediate +) Group A are given a short text in mother conversation practice. Choose or get students to tongue to translate into English. Group B are choose an article from today’s newspaper and given a similar length of text in English to explain what it is about in English. Depending translate into the mother tongue. Groups then on the difficulty of the text this may generate give their translations to each other to be vocabulary work as the students work on translated back into the original. Finally groups communicating key points of the text to the compare the originals with the translated teacher. This is similar to (but usually more version. effective than) using pictures. The L1 text, like Interpreters the picture is a fast way of stimulating ideas for (all levels) This can be adapted to any oral pair work conversation.Dubbing situation. The students work in groups of three (intermediate +) (minimum). One person is the interviewer, and Show students a clip of a popular mother speaks only in English. The interviewee speaks tongue TV programme (e.g. a soap) and tell them only in L1. The interpreter works as a go-between, they have been commissioned to dub it into translating the interviewer’s questions into L1 English for BBC. With larger classes get students andVariation the interviewee’s answers back into English. to work in teams. The best version gets the : Arrange a press conference, with contract! The students can work on translating several interviewers. The interviewee plays the the script and taking on the roles of the actors role of a famous film star, politician etc. Teenagers andFalse literally friends dubbing word withsearch TV / soundCrossword off. puzzle especially like this activity and recognise the scenario from TV interviews with pop stars and (intermediate +) sportsRestaurant personalities. role play Prepare a series of sentences with a false (all levels) friend in them. Write the sentence in English. Use a mother tongue menu so that natives Prepare a crossword puzzle with the correct have to explain the dishes to English speaking words in English. Give the puzzle to the students guests.Translating pop songs andShadow let them and figure a doubt it out. (intermediate +) (all levels) The students translate the lyrics (or small Have the students rehearse a communicative sections of the lyrics) of their favourite songs into activity (shadow) in mother tongue before the mother tongue. Teenage magazines attempting it in English and then afterwards sometimes include songs with mother tongue compare. This can be a very effective way of translations so you can use these to do it the challenging advanced learners, as it helps to otherØ way round as well. raise specific awareness of the difference between their ability to express themselves in English and Broken 5 minute telephone/Telegram activities in the mother tongue (doubt). (all levels) Ø Devise a sentence that might cause translation Sight 10 minutetranslation activities problems into the students’ L1. Whisper it to the (intermediate +) first student in English. The first student Prepare a series of interesting quotations (for translates it into L1 and whispers it to the second example, 10) on a piece of paper. Show them to student, who translates it back into English and the students one by one (using a videoprojector whispers it to the third. Go round the class in the would work nicely, otherwise write them on same way. At the end, compareVariation the final English the board or prepare a piece of paper that version with the original. : Do the same students look at little by little). Give the students exercise, but in writing.

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6. CONCLUSIONS • Beginners will probably progress at a quicker pace if the use of the mother tongue is allowed in the classroom; The debate over the use of L1 in foreign • Translation exercises may also be the perfect language teaching hasn’t been settled yet. On the practice when there is a grammar point that one hand there are teachers who reject the use of is causing trouble to the students. L1 or fail to recognize any significant potential in it and on the other hand, there are those who massively overuse it. Both are abusing a resource References of great importance. My view consists of using 1. Auerbach, E. (1993) TESOL“Re-examining Quarterly, English only in the target language as the medium of instruction the ESL classroom” Using27(1), the 9-32.Mother 2. Tongue:Deller, S.;making Rinvolucri, the most of M. the (2002) learner’s language when possible and switching to the mother , Delta tongue when it is really necessary. A rational and Publishing. judicious use of L1 in EFL classes can only be 3. Nation, P., „The role ofThe the Asian first language EFL Journal, in foreign advantageous. L1 use must be tuned up with language learning” In Teaching English: as a second5(2). effective target language teaching, taking into 4. orCelce-Murcia, foreign language M. (1991) nd consideration the learners’ mother tongue and (2 ed.), Newbury House Publication. Developing second-language skills: cultural background and using them to the best 5. TheoryChastain, and K. Practice (1988) rd of their interest. (3 ed.), San Diego, California: Most important, we must remember that Harcourt, Brace, Jovanovich. students’ errors are a precious resource for the 6. ApproachesRichards, Jackand methods C. & Rodgers, in language Theodore teaching S. nd (2001) teacher, which inform him about the state of his (2 ed.). pupils’ interlanguage.negative This marking is why, it is so Cambridge: Cambridge University Press. important to avoid where the 7. Butzkamm, W. (2003) “We only learn language once. The role of the motherLanguage tongue Learning in FL classrooms: Journal, student simply learns that if he makes an error death of a dogma” 28, he will lose points. The foreign language teacher 29-39. Techniques and principles should use the students’ mother tongue only in 8. inLarsen-Freeman, language teaching D. (2000) certain situations, for example: , New York: Oxford University • When comparing English grammar with the Press. mother tongue’s grammar;

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