Using Learners’ Home Languages in English Classrooms: Multilingual Awareness of Teachers

Abstract

The field of pedagogy has ever been debated and discussed issue in terms of approaches, methods, and strategies to be adopted. Especially, the use of learners’ languages and cultures has recently been more critically observed. Although the proponents of traditional methods such as the direct method and audio-lingual method strongly believed that the use of learners’ L1 hinders SL/FL learning,scholars such as Cummins (2007) and Garcia (2008) have indicated the supportive role of learners’ home languages in EFL classrooms. Being inspired by recent works of literature, this study was carried out to analyse teachers’ multilingual awareness, particularly focusing on the use of learners’ home languages in English classrooms. The findings of the study showed that teachers are multilingually aware of children’s home languages and advocate for using those languages in English classrooms. Particularly, considering the reasons for using such languages in English classrooms, the study indicated that children’s home languages help to develop theconcept and build knowledge, to promote learners’ participation in learning activities, and to create spaces for minority children in terms of language.