Aspects of the Use of Learners’ Mother Tongue in Foreign Language Teaching Contents: introduction chapter I mother tongue in education

Aspects of the Use of Learners’ Mother Tongue in Foreign Language
Teaching

Contents:
INTRODUCTION………..………………………………………..………......3
CHAPTER I MOTHER TONGUE IN EDUCATION...…………..………..6
1.1 The Use of Mother Tongue in Foreign language Teaching from Teacher’s
practice and perspective ……………………………………....………………..6
1.2 Importance of Mother Tongue……………………………………………...11
CHAPTER II THE INFLUENCE OF MOTHER TONGUE IN THE LEARNING OF ENGLISH……………………………………………...…...19
2.1 Mother Tongue impact in English Language teaching……………..….....19
2.2 Pros and cons of mother tongue in English teaching………………...…......25
CONCLUSION…………………………………….…………………………..32
References……………………………………………………………………...35


INTRODUCTION
A home language is the first language we learn to speak and is generally the language of our parents and community. Sometimes we can have multiple home languages. When we welcome home languages, we acknowledge that multilingualism is a global norm.Most of the world’s children grow up in multilingual communities and interact with speakers of different languages. Learners learn more when they are able to use home languages.When learners use their home language to learn another language, their understanding and performance is likely to improve. Being able to move between two languages lessens the cognitive load (the brain having to do too many tasks at once) and lets learners explain what they know and can do. As one student teacher put it, ‘I can flow with my home language’. Humans are problem-solvers, and we use our resources to communicate with each other in lots of different ways. What counts as a mistake in the target language is often a creative attempt to solve a problem using language resources learners already have.
Our languages express certain feelings, concepts or ideas particularly well. For example, tjoepstil in Afrikaans describes being absolutely silent, chon in Korean is the bond between friends, and hüzün in Turkish is a form of deep sadness. If your class reads a book together that is full of surprises, knowing Mandarin could be helpful. Mandarin has several ways to express surprise. Surprise can describe the experience of reading a book that keeps you in suspense, but it can also describe shock or happiness. Learning and using these words and phrases together as a class can create community and provide insight into cultures. Learners of English, despite their different backgrounds, face difficulties when it comes to learning English as a second or foreign language. Nonetheless, it is found that native speakers of English encounter shared difficulties when it comes to using English articles. This is found to be so because of the nature of the Uzbek article systems and its influence on Uzbek English learners. It is found that the cause of such problematic issues is due to mother-tongue interference. Mother-tongue interference means the effect of the learners' native language on second/foreign language learning.
Teachers can also encourage children to read books in their home languages. Families, aides and learners can help with readings and translation. Schools that create a culture where linguistic diversity and multilingualism are the standard can lessen prejudice against learners.
Learners can create multilingual signs for their school. This means that they are included in decision making, and active in the life of the school. These signs in turn send a message that many languages are welcome. Multilingual signs in a school help parents to navigate the building, and also show that many languages are welcome and a normal part of school life.