THE INFLUENCE OF MOTHER TONGUE IN SECOND LANGUAGE LEARNING IN PRIMARY SCHOOL

Abstract

The role of mother tongue in second language learning has been the topic of much recent debates and controversies. This study explores the use of first language (L1) in learning teaching of English as second language (L2) in primary school. The main aim of this article is to establish to what extent and in which instances first language (L1) is used and response of second language educators when they hear first language (L1) in their classroom. Most educators feel that the use of First Language (L1) should be minimised and they feel guilty if they use it a lot. When challenged they find it difficult to say why. Against the use of First Language (L1), it is the general assumption that English should be learned through English, just as you learn your mother tongue using your mother tongue. On the other side, the idea that the learner should learn English like a native speaker does, or tries to 'think in English', is an inappropriate and unachievable thought. The data obtained showed that Second Language (L2) teachers used L1 mainly to provide feedback; teach new vocabulary; explain grammar; build rapport; manage the class; give individual help to learners and save time in lengthy task explanations.