The Use of Mother Tongue in L2 Classrooms as a Tool of Target Language Acquisition

The Use of Mother Tongue in L2 Classrooms as a Tool of Target Language Acquisition

Iasmine Oliveira

Since the last century the discussion about the use of the mother tongue (L1) in Second Language Classroom (L2) has taken place. To use or not to use the L1 in L2 classes, that is the question. This essay will deal with the idea that the systematic use of L1 is a good practice. Although there are arguments against this idea, the benefits are greater than the problems. It will be discussed what are the dangers of L1 use, what means to use L1 in a systematic way and the advantages of its use. There are some arguments against the mother tongue usage: The students spend less time immersed in the L2, they can keep themselves in a comfort zone using the L1 even if they are capable of use the L2 and teacher and students can use inaccurate translation (Atkinson, 1987, p. 246). The dangers are indeed related with the mother tongue overuse, so the problems can be avoided if teachers opt to a systematic way of procedure, it means, to do it in a well-reasoned and thorough way, analyzing the students‟ needs and the appropriate situations to use the L1. The mother tongue‟s use is directly related with students‟ feelings. In case of English as Foreign Language it can seem a socio-cultural imposition due the United States‟ global economic, political and cultural domination resulting in a language rejection; by using the mother tongue in the L2 classroom it means that the L2 is also important and the student is recognized as an L2 user (Cook, 2001, p. 411) who will never be a native. It also promotes comfortable feeling and natural speaking: the learner needs to try to talk in English even if there are some unknown words, so he/she can use these words in his/her own language instead of being ashamed, receiving support from the teacher. Using L1 to personal contact is another way to valorize students as individuals, since, according to Cook (2001) “using the L1, the teacher is treating the students as their real selves rather than dealing with assumed L2 personas” (p. 416). To consider students feelings is a way to motivate students to be more self-confident, to learn and enjoy the new language. Efficiency and efficacy need also be considered thinking in L1 as a support. Instead of the teacher spending a lot of time explaining the syllabus, methods of teaching, meaning and instructions by mimics and negotiation he/she can quickly say it in L1. According to Baños (2009), the use of some L1 promotes to save time and explore more the target language in an environment of comprehension and right answers. In order to

clarify the contexts of expression‟s use focusing on pragmatic concepts, the mother tongue use can be effective. Developing ideas in L1 expressing in L2 is another efficient option since the lack of target language domain can limit the building of good and deep thoughts. The use of L1 is more related with the basic level‟s needs and also should be used to explain subjects in which the content understanding is more important than the language indeed and to maintain discipline promoting understanding from the misbehaving children (Baños, 2009, p. 5). Using L1 is a good practice to promote effective learning avoiding waste time and misunderstanding. Finally for all the foregoing reasons, a well thought out mother tongue‟s use in a L2 class is a good practice. The L1 can be used in some situations in order to maximize the practice of the target language, considering, as Schweers (1999), that “English should be the primary vehicle of communication in the English classroom” (p. 9). To accept the L1 in class is to open mind for learner‟s necessities considering the appropriate moment for use it as, according to Cook (2001), “the scaffolding support” (p. 408). This discussion is really important for teachers and future ones who need to define the approach related to the goals and student‟s level, being capable to decide between to use or not to use the L1 in L2 classes.

ATKINSON, David. 1987. „The Mother Tongue in the Classroom: a neglected resource?.’ ELT Journal 41/4: 241-247.doi:10.1093 BAÑOS, María Olivares. „Mother Tongue in the Classroom: a Positive or Negative Tool?‟. Revista Lindajara, nº 21, 2009. Retrieved from http://www.realidadyficcion.es/Revista_Lindaraja/ revistalindaraja.htm.. COOK, Vivian. 2001. „Using the First Language in the Classroom‟. Canadian Modern Language Review, 57, 402-419. SCHWEERS, C. William,Jr. „Using L1 in a L2 classroom‟. Retrieved from http://dosfan.lib.uic.edu/usia/E-USIA/forum/acrobat/P6.pdf