Use Of Mother Tongue Research Articles

Humour in Multimodal Textbooks for Slovene in Primary School

Research mostly establishes the benefits of humour in the learning process when used properly. We determine how primary school textbooks for Slovene as a mother tongue use verbal and pictorial semiotic resources to create humour when learning grammar, which resources are used more often, and how humour is perceived by pupils. Images are the main carrier of information in the creation of humour. An essential component of it is discrepancy with reality, most often expressed as exaggeration. For pupils aged 8 and 10, the involvement of humour is more important than for pupils aged 14.

PENGARUH BAHASA IBU TERHADAP PENGUASAAN BAHASA INDONESIA PADA SISWA SEKOLAH DASAR DI DOBO, KABUPATEN KEPULAUAN ARU

This study aimed to determine the effect of mother tongue use on the mastery of the Indonesian language in primary school children. The method used in this study was interviews and surveys with 10 primary school teachers and 20 parents, and observations on 50 randomly selected primary school students in Dobo. Data was collected through a survey questionnaire given to parents of students and direct observation of students as they interacted with their parents at home. The data was then analyzed using descriptive statistical techniques and simple linear regression. The results showed that the use of the mother tongue has a significant effect on the mastery of the Indonesian language in primary school children. Children who frequently speak in their mother tongue tend to have lower mastery of the Indonesian language compared to children who rarely or never speak in their mother tongue. This study has implications for the development of language education curriculum in primary schools and also for parents in choosing the language used when interacting with their children at home. Further research could expand the population scope and consider other variables that may affect the mastery of the Indonesian language in primary school children.

English Speaking Class in a Mathematics Program: Students’ Difficulties

This is a qualitative research with a case study research design which aimed to find out the students’ difficulties in speaking at Non-English Speaking Class in Mathematics program study at UIN Raden Fatah Palembang. The researchers selected three students who met the criteria as a research participant by using criterion sampling. In collecting the data, the researchers used an interview as instrument. Thematic analysis was used to analyze the data. The result showed that the students faced some difficulties in speaking, such as lack of vocabulary, inhibition, mother-tongue use, and lack of confidence. The findings of the study encouraged students to practice speaking English more until they developed a speaking habit, which made them able to improve their speaking skills and also expanded their vocabulary better.
 

Identifying the Use Mother Tongue in EFL Classroom: An Observational Study

This study investigates how instructors use their mother tongue in an EFL classroom, which identifies how the instructor uses the mother tongue in the EFL class, regarding its frequency and function. Observational study methods are used in this study. In this study, the researcher observed an instructor in a foreign language class at a junior high school in Yogyakarta. Furthermore, an observation form framework is used to stay focused and the information captured is specific. This study uses an observational framework developed by Paker & Karaağaç (2015). Based on research findings that the use of mother tongue in foreign language classes uses 6 language functions. Of the 6 language functions, the use of the mother tongue is very often used with different purposes but still the mother tongue has a role as a liaison for the target language in order to achieve learning objectives in the classroom.

Nyelvi erőforrások osztálytermi helyzetekben

This time we have focused on classroom speech situations in a language other than a foreign language (or a broader environmental language), although the literature provides a plethora of research on this topic. In this paper, we have focused on the relationship between the state language/official language and the mother tongue, with special attention to the accessed linguistic resources. We have tried to organise our data along the following two questions: (1) What kind of relations can be observed in second language classrooms with respect to the first language? (2) In cases where the first language appears, what role does it play, what purposes does it serve, and what message does it possibly carry? In this analysis, we summarise our experience in the education systems of three countries, based on data collected in Hungarian-medium schools in Slovenia, Slovakia and Romania. Classroom observation and structured interviews formed the basis of our work. The paper is divided into four parts: a theoretical introduction is followed by a description of the research and an interpretation of the data and conclusions. From the classroom speaking situations presented, it can be seen that different language teaching paradigms result in specific classroom language use and scenarios. While in the Slovenian cases we have seen classroom situations of complementary and parallel use of L1 and L2, the Slovak and Romanian examples are more representative of the practice of L2 and the effort to keep communication in the target language. In the cases where mother tongue use did occur, it was mainly in a meaning-compensating role. The study highlights that differentiated curricula (in our case, the non-native curriculum being introduced in Romania), which is essentially a minority-centred adaptation of foreign language teaching strategies, also carries the classroom values of 'social justice', since it also sees the 'other' language as a value. At the same time, the classroom situations analysed also point to the educational challenges of awareness language behaviour, namely the phenomena of language attrition and monolingual inertia or comfort.

Mother Tongue as an Interactional Mediation in Nepalese ELT Classes: A Phenomenological Study

In this paper, I explore the use of mother tongue (MT) as an interactional mediation in the Nepalese community school English language teaching (ELT) classes within the framework of the lived experiences of the teachers and their Grade 9 students. For this, I observed the classes, collected written lived-experience descriptions (LEDs) from the teachers, and took phenomenological interviews with the teachers (N = 3) and students (N = 5). I analyzed the data thematically using ATLAS.ti 9 from the perspective of the interactional mediational aspect of the sociocultural theory of the second language (L2) learning, which postulates that the mother tongue can have the function of interactional mediator in learning an L2. The study finds the participants have lived the experience of using the MT for its interactional functions. The conclusion is that the interactional function of MT in ELT classrooms cannot be ignored in the context same or similar to the researched one which is characterized by the less interactive students hesitant at speaking in English, and the same MT shared by both the teachers and students.

A Prospective Survey of Native Population’s Attitude towards Mother Tongue Based Multilingual Education (MTBMLE) and Fulfulde as Medium of Instruction in the Far North Region of Cameroon

This paper sets out to investigate the attitude of native peoples of the Far North Region of Cameroon towards the prospects of a MTBMLE and the use of Fulfulde as a medium of instruction (MOI) in the primary school of the region. The data were collected through a survey using a set of close-ended questions in a questionnaire administered to more than 467 informants. Some interviews were also conducted to gain more insight into the opinion of the population toward this educational paradigm. The findings show there is some support for the use of mother tongue and French in a transition model and there is stark support for primary school education in mother tongue and French but not Fulfulde as a substitute for French. In fact, there seems to be strong opposition to the idea of using Fulfulde as MOI in nursery school with natives of other ethnic groups. There is a mixed opinion regarding the use of ethnic language from year one to three and the use of the mother tongue to teach maths. This research points to the fact that indigenous languages still suffer some stigma.

Attitudes of University of Botswana humanities students to mother tongue education

In 1953, UNESCO advocated for mother tongue education, particularly at primary school level. Many countries took heed of this advocacy. However, Botswana has not yet implemented this at any level. Against this background, this article investigates the attitudes of humanities students at the University of Botswana to the use of mother tongue in university education and the ideologies that shape this. It addresses the question: What are the views of University of Botswana humanities students towards mother tongue education at university? The article specifically asks the following: a) Would you like your university education to be in your mother tongue?; and b) Is the use of English a hindrance to your learning? The data was collected through a questionnaire which 80 students responded to. The study uses Garrrett’s definition of attitude and Wolfram and Schilling-Estes’s conceptualisation of ideology and found that most students are not in favour of mother tongue education. In addition, they do not find English a hindrance to their education. Both views reflect a language ideology grounded in Botswana’s language practices which hold English in high regard at the expense of indigenous languages.

DIFFICULTIES AND FACTORS OF LOW ACHIEVERS IN SPEAKING

This study aimed to know the difficulties and the factors causing faced by the low achievers in speaking. The research used a qualitative method by doing observation and interview. The researchers used the purposive sampling technique. This research had 21 participants out of 97 students from the third semester who were taking Public Speaking subject in English Education Department of Universitas Muhammadiyah Purwokerto. The data collection was done by using observation and semi-structured interviews. The questions consisted of 11 items. In a conclusion, the problems in speaking refer to linguistic problems (pronunciation, vocabulary, grammar, performance variables, and fluency), and non-linguistic problems (inhibition, nothing to say, low or uneven participation, and mother tongue use). The factors causing problems in speaking refer to non-psychological factors (lack of vocabulary, inadequate strategic competence, and teaching strategies), and psychological factors (fear of mistakes, shyness, anxiety, lack of confidence, and lack of motivation).

Science teachers’ attitude towards the use of mother tongue for instruction in basic schools

"This study examined science teachers’ attitude towards the use of mother tongue for instruction in Basic Schools, employing a descriptive survey design. The respondents were selected through purposive and convenience sampling techniques and data were collected from a sample of 162 Basic School Science. The questionnaire used for data collection was titled “Science Teachers’ Attitude towards the Use of Mother Tongue in Instruction Questionnaire (STAUMTIQ)”, which yielded a reliability coefficient of 0.83 using the test-retest method. Descriptive and inferential statistical tools were used to analyse the data. The findings showed that science teachers’ attitude towards the use of mother tongue for instruction in Basic schools was negative. Teachers’ gender, school type and teaching experience did not influence their attitude, while educational qualification influence their attitude towards the use of mother tongue for instruction in Basic Schools. It was recommended that teachers should be encouraged to implement the language policy provision on the use of mother tongue for instruction, especially in Basic Schools in Bayelsa State, Nigeria. "

Implementing Games Based Teaching Strategy in Teaching Speaking

This study investigated types of games applied by the teachers in teaching speaking, described the problems faced by the teachers in implementing the games, and found out the solutions done to overcome the problems. Then, this study was in a form of qualitative research applying descriptive method in analyzing the data. Observation and interview were conducted to collect the data related to the implementation of the games, and descriptive data analysis was used in analyzing them. This study found that there were some games used by the teachers in teaching speaking e.g find someone who, hot seat, whispering, interview, survey, finger up and down, memory chain, and fact or fake game. The problems also happened during speaking practice like the use of mother tongue due to lack of vocabulary, cheating, and passive students. Finally, the teachers did solutions to solve the problems like giving clear instructions, and setting the rules before playing the games.

Translanguaging in Teaching and Learning Science in Selected Multilingual Elementary Classrooms in the Philippines

ABSTRACT To address the challenges of teaching and learning among multilingual elementary students, the Philippines, a multilingual country with over 180 languages, implemented the Mother Tongue-Based Multilingual Education (MTB-MLE). Studies on the use of mother tongue have reported positive results among students who share a common language. However, in highly multilingual places, mother tongue use poses a challenge to students whose mother tongues differ from the one used in the classrooms. Using non-participatory observations, this study gathered data from a highly multilingual city in the Philippines to determine how teachers and students use languages during the teaching and learning of science. It reveals that the participants used translanguaging in accomplishing communicative functions needed in teaching and learning science. Subsequently, the study proffers the legitimization of translanguaging as it is pedagogically beneficial to both the teachers and the students in multilingual elementary classrooms.

English – Majored Students’ Perceptions on Teachers’ Use Of Vietnamese In EFL Classrooms

Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.

A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT)

Though revising the existing syllabus is part of the Ethiopian education system, the study of the implementations of the notions of the syllabus attracts a few researchers’ interests. Therefore, this study investigates teachers’ practices of teaching speaking and compares them with the principles of Communicative Language Teaching (CLT), the underlying approach of the new syllabus. It also explores teachers’ rationalizations of their practices and the factors that influence the teaching of speaking. To achieve the objectives, the researchers used a qualitative case study research design. The data from the four purposively selected English teachers was gathered through classroom observations and stimulated recall interviews. In analyzing the data, a qualitative content analysis method was used. The results of the study showed that 1) the major activities and teaching cycle the teachers employed were similar, 2) most of the actual classroom practices did not match with the principles of Communicative Language Teaching, and 3) there were learner-related, teaching-related, curricular, and environmental factors that influenced the teachers’ enactment of the principles of CLT and the teaching of speaking in general. The predominant influencing factors were the learner-related: Lack of basic background skills, lack of experience in practicing speaking lessons, the use of mother tongue in pair and group work activities, fear of making mistakes, lack of interest in speaking lessons, and excessive focus on standardized tests.

Al-Maadah al-Ta'liimiyyah ala Asaasi al-Huqul al-Dilaaliyyah fi Ta'liimi al-Arobiyyah

Islamic of Junior High school (MTs) Bina Islam Uses Some books for teaching Arabic language Such as: Terampil berbahasa Arab and exercise book of Fasih berbahasa Arab. Meanwhile, both books give more priority target to upgrade the Reading Capable of Students and Also the Chapters explain materials globally and don’t detail. Speaking skills was one of more important aims in study of a foreign language and seems to be a main goal that every teacher has to upgrade it. And it wouldn’t come true when they never prepare a good material and use a good method in their teaching activity. Based on those statements, the researcher wish to design a materials instruction intended to improve the student’s Arabic speaking skills and competency. This research used quantitative approach and the type of this research was a kind of “Research and Development” (R&D). The purposes of this research are: 1) product handbook to improve student’s Arabic speaking skill with Semantic Approach 2) the effective test of handbook in improving student’s Arabic speaking skill of (MTs) Bina Islam Tanah Grogot East Kalimantan The results of this research are: 1) product handbook to improve student’s Arabic speaking skill with Semantic Approach, 2) the experiment appointed that using product handbook could improve the ability of students to speak Arabic. There are suggestions for the school and it’s Arabic teachers: 1) rearrange the material of Arabic lesson, especially Arabic speaking skill, based on need analysis 2) avoid the use of mother tongue when teaching Arabic speaking, because it makes the students get used to translate the lesson or explained in the mother tongue 3) the teaching materials designed for Arabic speaking skill with Semantic Approach is a tool of important tools in the teaching process that can benefit the Arabic teachers of Madrasah Tsanawiyah Bina Islam Tanah Grogot or other Islamic Junior high school. الكلمات الأساسية : المواد العليمية ، الحقل الدلالي، مهارة الكلام

Mother Tongue Use in EFL Grammar Classroom: Attitudes and Impact

The use of mother tongue (MT) in EFL classrooms has been a controversial topic among researchers and teachers. While some claim that MT should not be used in EFL classrooms, others argue that MT can contribute to English language learning. The present study was conducted to investigate the use of Arabic as a mother tongue in EFL grammar classroom in the Centre for Languages at Ibb University in Yemen with a view to identifying when EFL learners favour the use of MT and the impact of that on learners and their English learning. Data were collected from EFL intermediate learners through a questionnaire administered to (51) learners and focus group discussions in which 22 learners participated. The collected data were analysed quantitatively using descriptive statistics and inferential statistics (t-test) and qualitatively. The findings showed that although the EFL learners favoured English as a medium of instruction, they showed positive attitudes towards a judicious use of their MT for some functions. Regarding the impact of MT use, the findings revealed that the EFL learners believe that the use of their MT in EFL grammar classroom is necessary due to the vital role that it can play in facilitating and enhancing their language learning as well as their cognitive ability. Statistically significant differences were not found in the mean scores of responses according to gender. Based on the findings, some recommendations to be considered to ensure effective use of MT in EFL classroom and suggestions for further research were given.

TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA

This paper presents partial results of an ethnographic study in 2021, aiming to identify translanguaging (TL) practices (the use of Indonesian and English), their functions and benefits, and the participants’ opinions about such practices in a tertiary English as a foreign language (EFL) context in Indonesia. The study involved 75 participants in four courses organized online (due to the COVID-19 pandemic), in the English Education Study Program of a state university in Bandung, West Java, Indonesia. The study drew on the notion of TL, synthesized with principles of effective online teaching. The data were obtained from a phase of teaching with teachers as researchers in 7 meetings (out of 16 meetings required), informal interviews with the participants after the class, and a questionnaire administered online, involving 46 volunteers. The results reveal that TL practices occurred in all courses, which served different functions, including interpretive, managerial, and interactive functions. The practices benefited the students cognitively, socially, and psychologically. Questionnaire and interview data support observation data and previous research about the use of mother tongue in Indonesian EFL classrooms (Emilia, 2010, 2011) that the majority of students (82.6%) wanted mixed Indonesian and English despite few students’ tendency to use English only in the classroom.

The Politics of Mother Tongue Education in Ethiopia

This study uncovers controversies about the use of mother tongue as a medium of instruction in Ethiopia. It examines motives for the use of the mother tongue as a medium of instruction at the elementary level, and on which grounds the rights of minority linguistic groups to be instructed in their mother tongue are overlooked. To this effect, data were gathered from government language policy-related documents as well as 28 purposefully selected key informants through in-depth interviews. The data were analysed through a critical discourse analysis approach. Data showed that the government uses mother-tongue education for political motives and has the power to put its political interests into practice without conducting any societal needs assessments. On the other hand, the government lacks commitment to putting its language-use ideology into practice. It has used only some of the languages as mediums of instruction, with the result that many children of minority groups are not learning their daily lessons effectively. The study recommends that the government should confirm the right to learn through mother-tongue instruction at an elementary level to benefit children so that they can enjoy the opportunities of learning in their languages.

Code-Switching in Second Language Teaching of English: Does it Matter?

Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level incidence constant. In terms of code-switching use of mother tongue becomes, by default, a facilitator of task completion and cognitive collaboration. Code-switching is also believed to help ESL students understand the target language. The findings suggest that code-switching is required when using the first language in the classroom to help students master English.

Writing Anxiety of English 230 Students: Basis for a Designed Module

This study was conducted to investigate the writing anxiety of all English 230 students during the second semester, school year 2014-2015 at Mindanao State University Marawi City. Specifically, the study sought to find out the level, types, and causes of the writing anxiety of the English 230 students. The researcher made use of both quantitative and qualitative methods of research. Findings revealed that majority of the teacher-respondents and parent-respondents preferred trilingual education. As to the language attitudes of Meranaw teacher-respondents and Meranaw parent-respondents on the use of Meranaw (Mother Tongue) as a language of instruction (LOI), majority of them favoured the use of Meranaw inside the classroom. However, in some aspects of mother tongue use as LOI, they showed vague understanding on the concepts relating to the difficulty of learners to learn Filipino as a subject if they are exposed to Meranaw language and the enhancement of their writing skills if Meranaw language is used in the classroom. They further expressed their negative attitudes on some aspects like the difficulty of learners to understand English if they are exposed to Meranaw language, their dependence on its use when learning English, and their dependence on translating English words into Meranaw. These respondents also have different views on the idea that there are adequate teaching materials to conduct learning in Meranaw; that, teacher’s difficulty in translating some English words into Meranaw language might give the learners problems in their comprehension; and that using Meranaw language as LOI will retard mastery of the English language. The Meranaw parent-respondents, however, have no opinion towards these ideas. Regarding the enhancement of pupils’ reading ability and their difficulty in understanding all Meranaw words, the teacher-respondents have no opinion towards it while the parent-respondents expressed agreement to these ideas.