EXTENT OF MOTHER-TONGUE USE IN ENGLISH CLASSROOM

Abstract

The usage of the mother-tongue in EFL classroom should not go beyond what is necessary for effective target language learning. Most studies are concerned with how MT is used in TL classroom than how much it is used. This study, therefore, aimed to investigate the extent mother-tongue (Amharic and/or Afan Oromo) use by teachers and students in grade nine. A case study research design was used in which observation was the main data collection tool, and data was analyzed quantitatively. The result of teachers’ extent of mother-tongue use showed a ratio of 11% MT to 89% TL. This implied that teachers’ use of MT is considered optimal as (Macaro’s, 2011) standard that teachers’ should use 80% of lesson time in TL. On the other hand, students’ finding showed a ratio of 47% of MT to 53% of TL use. It implied that students’ use of MT is well beyond what is considered optimal by (Atkinson’s, 1987) standard that a ratio of about 5% native language to about 95% TL may be more profitable. Students’ incompetence in TL was seen as major factor for students’ use of MT in English classroom. Based on these findings, the researcher recommended that students should be given sufficient opportunity to use TL in English classroom, and teachers should also be well trained on how to manage MT use in English classroom.