Académique Documents
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Indrani Ghosh
Madonna University
America has been hailed as the land of opportunity by countless immigrants who have come
here from all parts of the world to settle down and lead a life of happiness and prosperity. The
beauty of the American community lies in the colorful mosaic of its multi-cultural, multi-lingual,
and multi-racial diversity. A slice of this eclectic heterogeneity is also perceived in the student
population of many U.S. public schools. Along with a majority of native English speakers, there
is also a considerable number of English Learners (ELs) who speak other native languages. With
the increasing need to assimilate and integrate these non-native English speakers into the
mainstream education system, public schools and educators are trying to implement all the
strategies and support they can find. The use of the native language as a medium of instruction
has been the subject of controversy for many years. Proponents are in favor of using it as a
linguistic resource, while opponents argue that it hinders the process of second language
acquisition. Despite all the fierce debates, many public and private schools have adopted the
system of bilingual education, which provides instruction in both English as well as the native
languages. Although some may argue about the benefits of keeping English as the only medium
of instruction, the native language is certainly a powerful and efficient tool if implemented
With the spread of globalization and world economy, English learners are the fastest
growing population in the U.S. As studies confirm, this is manifested in the western states of
Alaska, Colorado, Nevada, New Mexico, Texas, and California according to the data provided by
the National Center for Educational Statistics. The District of Columbia and some other states
too have experienced a significant rise in their EL populations. In the school years 2013-14 the
average percentage of public school students who were ELs was 9.3 %. Spanish was the home
ENGLISH LEARNING SHOULD BE SUPPORTED 3
language of nearly 3.8 million ELs, followed by Arabic, Chinese, Vietnamese, Korean, Russian,
and other languages (English Language, 2016). According to Professors Goldenberg and
Wagner of Stanford University, more than 11 million of the countrys 50 million public school
students speak at least one of 400 different languages other than English at home. In many states
like California, Oregon, Washington, and the District of Columbia, parents and students have
demonstrated their need for a bilingual education as they have realized the social and economic
values of bilingualism (Goldenberg & Wagner, 2015, p. 7-8). According to the federal policy as
stated in the No Child Left Behind (NCLB) Act of 2001, each state has to identify and be
accountable for the instruction and performance of ELs on measures of English acquisition as
well as in academic subjects (McBride, 2008). As a result, many schools have adopted bilingual
programs like transitional bilingual education, two-way immersion/ dual language education,
high intensity language training, early and late exit bilingual programs that provide instruction in
both the languages (English language, 2016; Herrmann, n.d.). Despite all the opposition to the
use of the native language, many school districts are in favor of using it after seeing the benefits
The native language is a valuable resource that can be used effectively in various ways in
the acquisition of English. With judicious implementation, it can make positive contributions to
English learning for ELs who have varying levels of English proficiency. Teachers in public
schools are faced with the challenge of teaching English as well as the academic content to these
ELs who have difficulty understanding concepts in a second language. Although opponents of
bilingual education are against the use of the native language, studies show that it can be used to
clarify and explain grammar rules, vocabulary, concepts, abstract ideas, and doubts, as stated by
Dr. Isa Spahiu, a professor at the International Balkan University of Macedonia (Spahiu, 2013, p.
ENGLISH LEARNING SHOULD BE SUPPORTED 4
246). There are several practices and strategies that can be used effectively to enhance English
language proficiency and comprehension in the content areas of other subjects. Strategies like
projects and other interactional activities are more effective when they are supported by the
native language (Herrmann, n.d.,). Besides social interaction, the native language can also be
One of the most popular and effective methods of using the native language is translation,
Ghasemi (2015), experts in Humanities and Cultural Studies, Tehran, the use of translation as a
tool in teaching a second language has a long history due to its many benefits (p. 245). They
have compared studies to show that students who had been aided with translations showed better
achievement than others who had not (p. 248). Translating questions and directions also saves a
lot of time rather than explaining them in the target language. Some may argue that the native
language causes negative interference when students transfer their prior knowledge and skills to
the target language. However, it is seen that students who are proficient in their first language are
able to transfer similar skills to their second language and attain proficiency in the target
language soon. Studies in Section II of the report on the National Literacy Panel on Language-
Minority Children and Youth show that literacy in the native language influences developmental
patterns in acquiring English (Escamilla, 2009, p. 436). Students, therefore, find the native
language useful in learning new skills in the target language. In maintaining discipline in the
classroom, and controlling student behavior, teachers find the home language quite handy and
There are various managerial benefits of using the L1 in language classrooms. Professors
Ghobadi and Ghasemi (2015) have pointed out the fact that, most of the time, ELs find it
stressful to learn in an environment devoid of their mother tongue (p.247). With the help of the
native language, it is much easier to create a friendly classroom atmosphere, provide feedback,
give assignments, manage the class, and establish rapport between the teacher and students (p.
247). ELs come from various cultural backgrounds; they are proud of their language and cultural
heritage. As stated by M. Rhalmi (2009), a bilingual proponent, if the mother tongue of ELs is
denied or under-estimated, it might be stressful for them and lower their self-confidence (p. 2-3).
Therefore, it is very essential to give due importance to their languages and cultures. The native
language helps the teacher to create a comfortable class and helps students feel confident and
interact independently (p. 2-3). After seeing all these benefits of using the native language, many
schools have implemented successful bilingual programs to suit the needs of their diverse
learners.
With an increase in their EL population, many public schools in the western states have
turned to bilingual education, which provides instruction in both English as well as the native
languages. According to a report made by the San Diego County Office of Education on schools
with successful bilingual programs, six elementary schools in California were identified as such
(Gold, 2006, p. 5). The report shows the achievement of students based on their assessment
grades. It also analyzes teaching instructions and strategies, demography of the teachers and
emphasize the effectiveness of bilingual education. These schools have significant numbers of
Spanish speaking ELs who have excelled in their education by using these programs. All the six
schools show excellent performance by the students as seen in their California Academic
ENGLISH LEARNING SHOULD BE SUPPORTED 6
Performance Index (API), the federal Annual Yearly Progress (AYP), and the California English
Language Development Test (CELDT) (Gold, 2006, p. 50). Figure 1 shows a table comparing
the CELDT Annual Assessments of Spanish speaking English learners of the six schools. This
table shows that an average of 55% of students have achieved proficiency levels after fifth grade
in all six schools. The Reading Mean Scale Score is also significantly high in all schools.
Contrary to what opponents say about the negative results of using the native language, this table
shows evidence of successful bilingual programs when they are effectively implemented in
schools.
ENGLISH LEARNING SHOULD BE SUPPORTED 7
ENGLISH LEARNING SHOULD BE SUPPORTED 8
Figure 1: CELDT Annual Assessments, Spanish speaking English learners, Fall 2005.
Note. The data provided here is taken from Successful Bilingual Schools: Six Effective
Programs in California, by N. Gold, 2006, San Diego: San Diego County Office of Education,
%20Website/Resources/Gold/20SBS_Report
The controversy over the use of the native language in English learning has been going on
for a long time. Proponents of the monolingual approach believe that English should be taught
only through English. They consider the native language as an obstacle hindering the progress of
English acquisition and fail to notice the usefulness of the native language as an effective
scaffold. Studies however show that students can apply their prior knowledge and experiences of
ENGLISH LEARNING SHOULD BE SUPPORTED 9
the L1 to understand the structure of the L2 by comparing and contrasting (Ghobadi & Ghasemi,
2015, p. 246). Many critics of the bilingual education argue that proficiency in the target
language is not achieved by the negative interference of the native language. They fear that by
using translation strategies, students might become dependent on the native language. However,
this opinion is refuted by a number of studies made by various linguistic experts (Ghobadi &
Ghasemi, 2015, p. 248) on the benefits of translation. Studies show that translation in fact helps
in comprehension and saves time. The monolingual system does not enjoy the benefits of the
People who criticize bilingual education overlook the fact that ELs find it stressful to learn
in an environment without the comfort of their mother tongue. With the rise in EL population in
so many schools, the managerial benefits of using the native language in a classroom cannot be
ignored. Teachers find it extremely useful in maintaining discipline, explaining assignments and
who believe that students cannot achieve proficiency if the native language is used, are proven
wrong by the exemplary achievement demonstrated by the six elementary schools of California
(Gold, 2006, p. 48). They have shown what students can achieve through a bilingual education.
The problem lies not with the use of the native language, but how and when to use it. These six
schools have clearly used all the best strategies and techniques to implement the native language
Despite all the opposing arguments regarding the use of the native language, it is evident that
if implemented judiciously, the native language can work wonders and act as a support in
English learning. With such considerable numbers of English learners, teachers should be wise
enough to recognize the benefits of the home language. They should know when and how to use
ENGLISH LEARNING SHOULD BE SUPPORTED 10
it effectively to support their students. The native language could be used to explain difficult
concepts and abstract ideas, assignments and save precious time. Students find it easier to
transfer their prior skills and knowledge from their native language to the target language,
thereby achieving proficiency in both the languages. The mother tongue helps in promoting
social interaction among peers, building rapport between the teacher and the learners, and
creating an atmosphere conducive to learning in the classroom. It also helps in developing self-
esteem and confidence in the students. Finally, the exemplary achievement levels demonstrated
by the students of the six elementary schools in California confirm that the native language can
make a positive contribution to English learning, and hopefully, other schools will follow their
example. The native language is therefore considered to be a boon, rather than a curse in the
acquisition of English.
References
http://www.nces.gov/programs/coe/indicator_cgf.asp
Escamilla, K. (2009). [Review of the book English language learners: Developing literacy in
and youth, by D. August & T. Shanahan]. Journal of Literacy Research, 41, 432-452.
doi: 10.1080/10862960903340165
Ghobadi, M. & Ghasemi, H. (2015). Promises and obstacles of L1 use in language classrooms: A
ENGLISH LEARNING SHOULD BE SUPPORTED 11
doi: 10.5539/elt.v8n11p245
http://www.web.stanford.edu/~hakuta/Courses/Ed205X%20Website/Resources/gold
%20SBS_Report
http://www.aft.org/ae/fall2015/goldenberg_wagner
Herrmann, E. (n.d.). Help or hindrance? Use of native language in the English classroom.
http://www.multibriefs.com/briefs/exclusive/help_or_hindrance
McBride, A. (2008). Addressing achievement gap: The language acquisition and educational
achievement of English language learners. ETS Policy Notes, 16 (2). Retrieved from
http://www.ets.org/Media/Research/pdf/PIC_PNV16N2.pdf
Rhalmi, M. (2009, Dec. 29). Should L1 be used in EFL classes? My English Pages. Retrieved
from http://www.myenglishpages.com/blog/1-efl-classes/
http://www.eltsjournal.org/archive/value1%20issue2/16-1-2-13.pdf