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Running head: ENGLISH LEARNING SHOULD BE SUPPORTED 1

English Learning Should be Supported by the Native Language

Indrani Ghosh

Madonna University

ESL 5230 Argumentative Paper

April 03, 2017


ENGLISH LEARNING SHOULD BE SUPPORTED 2

English Learning Should be Supported by the Native Language

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

judiciously and therefore, it should be used in English learning classes.

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

of using the native language in English learning classes.

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

brainstorming, quick-writes, summarizing, sharing real life experiences, working on hands-on

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

used through various instructional methods.

One of the most popular and effective methods of using the native language is translation,

which is an integral part of bilingual education. According to Professors M. Ghobadi and H.

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

effective in the English learning classroom.


ENGLISH LEARNING SHOULD BE SUPPORTED 5

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

learners, accountability factors, teacher qualifications, and professional development that

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.
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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,

October, 2006, p. 54, retrieved from http://www.web.stanford.edu/~hakuta/Courses/Ed205X

%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

useful and effective support that the native language provides.

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

concepts, and creating a learner-friendly atmosphere. Proponents of the monolingual approach,

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

and have come out winners.

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

English language learners in public schools (2016). Indicator. Retrieved from

http://www.nces.gov/programs/coe/indicator_cgf.asp

Escamilla, K. (2009). [Review of the book English language learners: Developing literacy in

second language learners Report of the National Panel on language-minority children

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

state-of-the-art review. English Language Teaching 8(11), 245-252.

doi: 10.5539/elt.v8n11p245

Gold, N. (2006). Successful bilingual schools: Six effective programs in California.

San Diego: San Diego County Office of Education. Retrieved from

http://www.web.stanford.edu/~hakuta/Courses/Ed205X%20Website/Resources/gold

%20SBS_Report

Goldenberg, C. & Wagner, K. (2015). Bilingual education: Reviving an American tradition.

American Federation of Teachers. Retrieved from

http://www.aft.org/ae/fall2015/goldenberg_wagner

Herrmann, E. (n.d.). Help or hindrance? Use of native language in the English classroom.

Multibriefs. Retrieved from

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/

Spahiu, I. (2013). Using native language in ESL classroom. International Journal of

English Language & Translation Studies, 1(2), 243-247. Retrieved from


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http://www.eltsjournal.org/archive/value1%20issue2/16-1-2-13.pdf

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