Mother tongue in a foreing language classroom

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Mother tongue in a foreing language classroom, essay

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<p>Mara Catalina Gutirrez PeaEnglish 8Code: 20111101420</p> <p>Mother tongue in a foreign language classroomThe role played by the learner's mother tongue as well as the teachers usage of the mother tongue during target language classes in the acquisition of another language has been discussed and approached from various angles in studies throughout the history of second language acquisition research. The main purpose of this essay consists of explaining how to use the target language as the medium of instruction and just switching to the mother tongue when it is really necessary.</p> <p>What is more, EFL teachers working with monolingual students at lower levels of English proficiency find prohibition of the mother tongue to be practically impossible. So instead of looking at the students native language and cultural background as inferior or a source of errors, they must be used as a tool to maximize foreign language learning. The mother tongue represents a powerful resource that can be used in a number of ways to enhance learning but it must always be used in a principled way. Sheelagh Deller and Mario Rinvolucris book Using the Mother Tongue.</p> <p>Strategies to make students aware of their learning acquisition have been used for teacher all around the world. Consequently, strategies to decrease the overuse of the L1 in a target language classroom are easy to be found. However, it has been evident one particular solution, which is to make students aware of the overuse the mother tongue whilst in the foreign language classroom. </p> <p>The best way to deal with the problem (at least for some teachers) is to deny the students use of the mother tongue and determine them to speak in English, according to Voicu, 2004. In spite of what is mentioned before, to make students aware of the overuse the mother tongue the plan or steps to carry out this easy and helpful solution could be the following: the first step is to video record students, in order to show the video to students later so they can evidence how much they overuse their mother tongue. This, so as to create an English or Spanish conscience since without this awareness, students would not be able to reduce their use of L1 in a foreign language classroom. Moreover, a more wide-ranging strategy yet is to be proactive. This sets the sights on that the teacher should actively control and influence how and when the mother tongue is used. Thus, the second step is based on class activities, meaning, the teacher should be proactive and resourceful, that is teacher would implement games as a way to get students motivated and focused on the use of the second language (L2). Now, there are possible games aimed to promote the use of the second language such as, a Role play about a restaurant, where students use their mother tongue menu so that natives have to explain the dishes to target language speaking guests, Dubbing showing students a clip of a popular mother tongue TV programme (e.g. a soap) and tell them they have been commissioned to dub it into English for BBC, Conversation Starters using mother tongue newspapers for conversation practice, and so forth, Interpreters which can be adapted to any oral pair work situation. The students work in groups of three (minimum). One person is the interviewee speaks only in L1and Translating pop songs students translate the lyrics (or small sections of the lyrics) of their favourite songs into the mother tongue. Teenage magazines sometimes include songs with mother tongue tranlations so you can use these to do it the other way round as well, as Voicu (2004) mentions in her research study about Overusing mother tongue in ELT. </p> <p>In addition, this solution can be very effective for its simplicity. It is a low-cost solution since nowadays a video recorder is a common device in the market and it is possible to find it even in a cellphone. As a matter of fact, not only teachers but also students have the same chance to access those electronic devices and if they do not, they can go over the internet and get an application that offers them the same facilities.As well as the video recorder, the other two steps are activities carried out in class with an inexpensive budget hence all is needed to accomplish this phenomenal solution or strategy is just students and teachers attendance. Since is worldwide known that going to school is possibly the best way to learn and become better people.All in all, when making aware students of their, sometimes, exaggerated use of the mother tongue (L1) in a target language (L2) classroom is possible to overcome by carrying out simple class activities. And as it involves using the target language to give instructions when possible and switching to the mother tongue when it is needed, this is a perfectly satisfactory possible outcome. A rational and thoughtful use of L1 in English as a foreign language classes can only be advantageous. Therefore, L1 use must be adjusted up with effective target language teaching, taking into consideration the learners mother tongue and cultural background and using them to the best of their interest.</p> <p>ReferencesVoicu, Cristina Georgiana. OVERUSING MOTHER TONGUE IN ENGLISH LANGUAGE TEACHING, Apollonia University of Iai, RomaniaCorresponding author: voicucristina2004@yahoo.fr</p> <p>Sheelagh Deller and Mario Rinvolucris book (2002)Using the Mother Tongue: making the most of the learners language, Delta Publishing</p>

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