Mother Tongue Usage Research Articles

THE INFLUENCES OF THE FIRST LANGUAGE ON ENGLISH-MAJORED FRESHMEN’ SPEAKING SKILL, CASE STUDY AT THE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

In the fast-changing environment of global education, English language skills have become pivotal to most students at higher education institutions, including the Industrial University of Ho Chi Minh City (IUH). However, while the mother tongue tends to be overused in the speaking class setting by IUH’s first-year English language students, the students rely excessively on translation strategies, which restrains the former’s speaking confidence and fluency. The primary goal of the present study includes exploration and analysis of the factors contributing to and influencing mother tongue usage and the development of IUH-specific recommendations to address these challenges. Using quantitative research method through questionnaire, the research emphasizes the prominent reasons for source language overreliance, as well as the necessity for mandating target language primarily. The results of the study demonstrate the significance of communication and support the interactive task-based innovation in English language instruction. Additionally, the study presents the impact of teachers on the classroom environment and their views regarding English education in Vietnam. The students’ reflection includes the significance of English in global integration and advice on steps, including reducing excessive mother tongue usage. Furthermore, this research presents a new perspective on the development of the English-speaking ability of IUH freshmen and helpful recommendations for educators.

The Most Ideal L2 Teaching Method

Though it is possible to see numerous researches on the so-called language teaching methods, there is still a pressing need to study them comparatively and from different angles. The article studies some specific methods with regard to covering language skills, mother tongue usage, usage of cutting-edge technological devices, comprehensibility gain. Besides, there is a strong focus on the conduction of the lesson regarding whether the lesson is student-centered, teacher-centered or self-centered. The aim of the article is to reveal the best language learning method combining the positive features of all language learning criteria. In the study, 20 local and foreign non-English speaking students with B1 level were involved in the experiment. They were divided into four groups which learnt English through a specific method. Most of the participants were locals except 6 who were of Turkish and Iranian origins. Speaking skill of the Iranian students was relatively better in comparison with others. At the end of the experiment, the comprehensibility gain of each group was graded accordingly. The Uniskills method proved to be the most effective and qualitative method compared to other methods in terms of coverage of language skills. The second effective method was CLT which also encompassed all four skills. It was revealed that the usage of mother tongue in English language learning is better than not using it. Since language input makes progress while using native language. Comparing the source and target languages makes a clear picture of language structure in the brain. Operation function is activated and cognitive skills develop significantly. It turned out that the usage of mother tongue in language learning is more effective and the students find the meanings of some unknown words obscure when they don’t use the native language. It became obvious that teacher-centered lesson is more efficient than the student-centered education.

Hungarian Language as a Factor of Identity Preservation in Transylvania Nowadays in Comparison with Russian Identity in Moldova

The language is one of the main factors of nation-building and culture preservation. Among other factors, language is perhaps the most important one in creating national identity − it shapes the personality, the mentality, the worldview, the behavior, the lifestyle, the value system and the national character. The relationship between language and identity played an important role in national revival in the XIX century in Europe and is extremely topical in our days. This fact can be explained by intensified migration, political processes and second language acquisition. Especially it is valid for countries that went through consequential territorial changes and where natural bilingualism is present. In such countries, national or linguistic minorities are faced with the growing necessity to learn and use two or even more languages and, at the same time, to preserve their language and, thus, the national identity. Examples of such territories can be Transcarpathia, Vojvodina and Transylvania. The latter with a major percent of Hungarian population, was a part of Romania in the interwar period and since 1947 as a result of Trianon and Paris peace treaties. Another example is the multinational Republic of Moldova, which gained independence from the Soviet Union in 1991. Nowadays more and more people in Transylvania and in the Republic of Moldova claim to be bilingual. This leads to identifying themselves with more than one ethnicity. What would this mean and how would it influence the cultural diversity in these regions? In this study we will present a short theory on the topic as well historical background and the results of sociolinguistic questionnaires conducted in Transylvania and in the Republic of Moldova in February-September 2021. The aim of this research is to examine how mother tongue usage can be a key-factor of national identity and what are the possibilities of its preservation in a multilingual environment in Transylvania and in the Republic of Moldova. To accomplish the goals, we will compare the results of the questionnaires to sociolinguistic theories on language and identity. In the future, the study will developed, interviews on language attitudes will be conducted in the above-mention regions. The results will be included into a bigger sociolinguistic study “Russian Language in Moldova vs. Hungarian Language in Transylvania”, where a more detailed description of the linguistic situation in Transylvania and Moldova will be provided.

Nigerianism in Nigerian English: A Reflection of Ethnolinguistic Situation

The study discusses the structure of Nigerian English with a view to examining the influence of Nigerian indigenous languages on this variety of standard English. Data for the analysis were obtained from twelve respondents selected from each of the three major national languages, namely; Hausa, Igbo and Yoruba. This study was carried out using a case study design. Oral test by reading three different texts, and observation were used as instrument to elicit data. The corpus revealed that interlanguage transfer is a major factor that influences the students in the pronunciation of English words. A number of grammatical issues borne out of mother tongue interference were equally discovered. The prominent roles ascribed to the English language led to the desperation by Nigerians to speak the language to the extent of inclusion of some linguistic forms from different indigenous languages. However, the paper affirms that Nigerianism should not be seen as evidence of weak proficiency in English. Rather, it should be viewed as possible signs of acculturation, and creative tendency that are associated with first language (L1) and/or mother tongue usage.

“Jokko Sa faami” (“get onboard if you understand”): language, online media, and political consciousness within Mauritania’s Halpulaar community

Despite the extensive marginalization of the Pulaar language within Mauritanian national society, Pulaar speakers have taken advantage of digital media spaces to enact a vibrant sphere of communication and discursive exchange through the collective knowledge and affective capacities that their own language engenders. Contemporary digital media, with their available access and ability to facilitate oral genres of linguistic expression, provide Pulaar speakers with easy paths of engagement as they draw on the verbal artistry of their mother tongue. This article focusses on the Halpulaar community of Mauritania, examining the stakes of mother tongue usage within a national context where Arabic and French predominate. Through an analysis of two social media texts that use Pulaar to engage with and comment upon the political realities of the country, the discussion will foreground the vitality of the Pulaar language within contemporary media. These media texts highlight the intersection between language and online media as a source of potential agency for Mauritanian Halpulaar in their efforts to achieve inclusion and more equitable treatment. This intersection also has the potential to forge greater connections with the global community, as Pulaar speakers seek to draw attention to their plight from beyond the borders of Mauritania.

Numeracy Achievement of Learners: An Aftermath of Mother Tongue- Based Multilingual Education

Although there are obvious advantages in having a multilingual education system, it remains a challenge to Mathematics educators. This study determined the numeracy achievement of Grade IV pupils as an aftermath of the use of Mother Tongue as the Language 1 and English as the Language 3 in San Juan District, Schools Division of Ilocos Sur during the School Year 2017-2018. The pupils’ numeracy achievement was measured by means of an achievement test using the Mother Tongue and English. The descriptive method of research was utilized in this study with a questionnaire and two sets of achievement tests as main tools for data gathering. The respondents involved 223 pupils from the selected schools in San Juan District, Schools Division of Ilocos Sur. Ethical principles and considerations were strictly observed. The gathered data were analyzed using frequency and percentage, mean and simple linear correlation analysis. Based on the results, it was found out that there is no significant relationship between the level of usage of Mother Tongue and English on the Numeracy Achievement of Learners. Therefore, the level of pupils’ performance may be improved by encouraging learners to be involved more in Mathematics-related activities to further enhance their knowledge and improve their performance like the following: think-pair share, quick-writes, anticipatory charts, peer-teaching, manipulative and gamification

Mother Tongue Usage and Classroom Instruction. Does influence of teachers Attitude Matter? Evidence from Kenya

Mother Tongue Usage and Classroom Instruction. Does influence of teachers Attitude Matter? Evidence from Kenya

LEGAL SUPPORT OF THE RIGHT TO THE USAGE OF MOTHER TONGUE OR LANGUAGE, WHICH PERSON UNDERSTANDS, IN THE JUDICIAL PROCEEDINGS

In the article the author studied approaches to understanding the concept of mother tongue, examined the concept of language, which person understands, defined the essence and content of the right to the usageof mother tongue or language, which the person understands, in the judicial proceedings. Author analysed the existing base of legal sources, which establish and guarantee right to usage of mother tongue or language, which the person understands,in the judicialproceedingsby studying the provisions of general and special international legal treaties and national legal acts for the purpose of analysing the completeness of securing and guaranteeing the researched right in different types of the judicial proceedings and for all of their participants. There were determined the gaps in the national legislation concerning the establishment and guarantee of the right to usageof mother tongue or the language, which the person understands, in the judicialproceedings. On the basis of those gaps the prospects for further scientific research were formulated.

Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A randomised controlled trial of mother-tongue literacy instruction, the Primary Math and Reading (PRIMR) Initiative, was implemented in Kenya from 2013 to 2014. We compared the impacts of the PRIMR mother-tongue treatment group in two languages with those of another group that did not use mother tongue, but utilised the same instructional components. Results showed that assignment to the mother-tongue group had no additional benefits for English or Kiswahili learning outcomes beyond the non-mother-tongue group, and that the mother-tongue group had somewhat lower mathematics outcomes. Classroom observational analysis showed that assignment to the mother-tongue group had only small impacts on the usage of mother tongue in other subjects. Advocates for mother-tongue programmes must consider such results alongside local implementation resistance in programme design.

The African Storybook and Language Teacher Identity in Digital Times

The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children's stories in multiple African languages, as well as English, French, and Portuguese. Based on Darvin and Norton's () model of identity and investment, and drawing on the Douglas Fir Group's () framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb, its impact on their teaching, and their changing identities. The study was conducted in a rural Ugandan school from June to December 2014, and the data, which focus on one key participant, Monica, were drawn from field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. The findings indicate that through the ASb initiative and its stories, Monica and other teachers began to imagine themselves as writers, readers, and teachers of stories, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. The authors conclude that the enhancement of language teacher identity has important implications for the promotion of multilingual literacy for young learners in African communities.

TINJAUAN FILSAFAT KESEMESTAAN BAHASA TERHADAP ANALISIS KONTRASTIF DAN PENERAPANNYA DALAM PEMBELAJARAN BAHASA ARAB

Every language has its own structure and feature. Structure has language patterns that form their own feature and uniqueness. Language universality theory sees that all languages in this world have their own uniqueness as well as similar feature or characteristic for all languages. The different and similar character is studied by contrastive analysis so that students’ language mistakes can be predicted. In turn, the mistakes that caused by mother tongue usage influence can be fixed. The analysis result is used to accomplished students language skill. Furthermore, the aim is to help students to realize language mistakes so that students can master their learned language in shorter time. The contrastive analysis focuses on surface language such as phonology, morphology, and syntax because language is easily compared in this area. By mastering this knowledge, teacher will hold learning that emphasizes on differences between those two languages rather than the similarities.

Usage of mother tongue in learning English

In Turkey, where English is a foreign language and where learners share the same native language, teachers are often reluctant to use small group speaking activities because the learners do the ranking, bridge the information gap, or find an answer activities using their first (native) language. This article studies the problem and suggests a range of solutions. On a more general level, the article suggests two principles that should be considered whenever teachers face a problem in their teaching. The first principle is that, as a matter of professional pride, teachers should try to solve classroom problems through the application of pedagogical skills rather than through administrative or disciplinary procedures. The second principle is that most problems have a variety of causes, which to some degree reflect the variety of individuals in a class. There is, thus, likely to be a variety of solutions, and so a teacher may need to put together a package of complementary solutions rather than just try one possible solution. Key words: Education, native language, foreign language, English, skills.

POLA DAN BENTUK KOMUNIKASI KELUARGA DALAM PENERAPAN FUNGSI SOSIALISASI PERKEMBANGAN ANAK DI PERMUKIMAN DAN PERKAMPUNGAN KOTA BEKASI

This research purpose that the family communications pattern analysis, function of socialization of family, form of communication happened at family who live in setlement and countrified in Bekasi City. Besides, also to know development of child of the the family. Method which in using in this research is descriptive method uses descriptive survey design, data analysis Statistik by using anova, wilcoxon and Rank Spearmen analysis. Result of research indicates that communications pattern to family in setlement is more usingly is combination pattern between patterns laisez-faire, protektif, pluralistic, and konsensual. Its use in corresponding to various conditions and situation when mothering. Function of active socialization, passive and radical in using in combination by family who live in setlement and countrified. In mother tongue usage ( area), both types of the family applies for inuring and recognition to child of child of they.

Home across the Atlantic? Views on the maintenance of the Portuguese culture in Port Elizabeth, South Africa

Working within an assimilation framework adapted from Bullivant (1984), the article provides a discussion of the views held by second-generation Portuguese residents in Port Elizabeth, South Africa. The views in question relate to the tension that the group feels between maintaining their culture or being assimilated into the wider society. Three aspects are investigated—the notion of what it means to be Portuguese, the influence of institutions and practices which either assist or retard assimilation, and the maintenance of the culture. Findings reveal that the majority of informants had difficulty in articulating core cultural values, lacked institutional support, kept infrequent contact with overseas relatives, made little use of Portuguese-related media and practised low levels of mother-tongue usage. Yet the desire for cultural expression remains. The article asserts that unless the above desire is translated into appropriate action, Portuguese cultural values face a steady erosion.