The Ways of Using Mother Tongue in English Language Teaching
International Journal of Language and Linguistics
Volume 2, Issue 1, January 2014, Pages: 38-43
Received: Jan. 6, 2014;
Published: Feb. 20, 2014
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Mauro Dujmović, Faculty of Economics and Tourism, Juraj Dobrila University of Pula, Croatia
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Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.
First Language (L1), Second Language (L2), Bilingual, Monolingual, Teaching, Learning, Skills, Students, Research, Teachers
To cite this article
The Ways of Using Mother Tongue in English Language Teaching, International Journal of Language and Linguistics.
Vol. 2, No. 1,
2014, pp. 38-43.
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