FILAMER CHRISTIAN UNIVERSITY

GRADUATE SCHOOL
Roxas City

Eshlem and Cashion (1983) define language as “systematized usage of speech and hearing to
convey, communicate, or express feelings and ideas.” Through the use of language, we can
able to open the wide vistas of reality to support the things we have observed and experienced.
The norms, values, and ideas exist because we have learned to identify or experience these
things through language (Perucci and Knudsen, 1984). Furthermore, language is an integral
part of culture and human culture cannot exist without it. The mother tongue has such important
role in forming our individuality and shaping our thoughts and emotions. Learning of concepts
and skills and perception of existence starts with the mother tongue. We can better connect to
our parents, family, relatives, culture, history, identity, and religion through our mother tongue.
Moreover, every language spoken in the world represents a special culture, melody, color, and
asset and to all the mother language is certainly one of the most precious treasures in our lives
which enables us to transcend time and space. Therefore, it is our duty and responsibility to
enrich and preserve this and hand it down to the next generation.

Today, we are experiencing an aspect of globalization which the debate over whether English
language classrooms should include or exclude students’ native language has been a
controversial issue for a long time (Brown, 2000). Many researchers conducted as to the effects
of the use of mother tongue in classroom instruction especially in English classrooms.
According to Cook (2001), the positive role of mother tongue has recurrently been
acknowledged as a rich resource which, if used judiciously, can assist second language
learning and teaching.

I strongly stand that the use of mother tongue in English classroom should be used judiciously.
According to Cook (2001), the positive role of mother tongue has recurrently been
acknowledged as a rich resource which, if used judiciously, can assist second language
learning and teaching. Judicious use of mother tongue in the English classrooms does not
reduce student’s exposure to English, but rather can assist in the teaching and learning process
(Tang, 2002). Research shows that complete deletion of mother tongue in English classroom
situation is not appropriate (Butzkamm, 2003). When used appropriately, the use of mother
tongue can be facilitating factor and not just an interfering factor. Schweers (1999) suggested
that teachers should be encouraged to incorporate the native language into lessons to influence
the classroom dynamic, and “starting with the L1 provides a sense of security and validates the
learners’ lived experience, allowing them to express themselves.”

In addition, students’ first language is a critical foundation, not only for language learning, but
for all learning. We can build on English language learners’ language skills, other prior
knowledge, and cultural backgrounds to enhance their understanding of English and ease their
integration into the mainstream classroom, while increasing all students’ awareness of the
benefits of cultural diversity. It is important that all students have opportunities to share
information about their languages, cultures, and experiences. In this way, they can develop an
enriching awareness of both the differences and similarities among their cultures and
languages, and all students can experience a sense of belonging. By welcoming a student’s
home language, schools facilitate the flow of knowledge, ideas and feeling between home and
school and across languages (Cummins, Bismilla, Chow, Cohen, Giampapa, Leoni, Sandhu,
and Sastri, 2005). This will enhance their development of English language proficiency, support
their sense of identity and self-confidence, and promote positive attitudes towards language
learning among all students, including English speakers. Students’ first languages have an
important place alongside English. Inviting students to use their first language as well as
English enables them to draw on their strengths, including their existing academic, linguistic,
and cultural knowledge. As an added advantage, it may enable parents to become more
involved in their children’s education.

Students benefit academically and socially, and their self-esteem is enhanced, when they are
encouraged to maintain and develop proficiency in their first language while learning English.
Research shows that language skills and conceptual knowledge are generally transferable from
one language to another. First language, therefore, provides a foundation for developing
proficiency in additional languages. First language also helps students preserve vital links with
their families and cultural backgrounds and a solid sense of their own identity. A strong
foundation in their first language helps students; develop mental flexibility; build problem-solving
skills; experience a sense of cultural stability and continuity; understand their own cultural and
family values; become aware of the value of cultural diversity and multiple perspectives; and
expand their career opportunities.

Mother tongue is a powerful tool to preserve and convey culture and cultural ties. Thus,
teachers must be familiarized with the advantages of using learners’ mother tongue in English
classrooms and should be reasonably given enough leeway to use this resource constructively.
In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2
learners are already equipped, and it does not seem reasonable to deprive our learners from
using this recourse at the expense of exercising an English-only atmosphere in our classrooms.
Proverbio said, “Our mother tongue is the language we use to think, dream, and feel emotion.”