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Kluvert De Frank

Introduction to Local Language in Education

English language teaching course

Rovuma University
Montepuez
2021

Kluvert De Frank
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Introduction to Local Language in Education

English language teaching course

Evaluative work, oriented by Department of

sciences in Language and communication, in
Tema Trasversal II, year 2, discipline taught
by

Dr. Ligune Vidal Chuluma

Rovuma University

Montepuez

2022

Contents
1.Introduction.............................................................................................................................4

1.1.Introduction to local languages in education.......................................................................5

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2.Benefits of integrating local languages in English language classes......................................7

2.1.How and When Should Local Languages be used in English Language Classes................8

3.The importance of home languages........................................................................................9

4.Conclusion.............................................................................................................................11

5.Reference...............................................................................................................................12

1.Introduction
Several concerns converge on the issue of using local or minority languages in formal

education. One of these has to do with increasing awareness of the value of the world’s
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linguistic and cultural diversity. Many of the world’s languages and cultures are in danger of

disappearing in the coming decades for a variety of political, economic and social reasons.

For those concerned by this phenomenon, the challenge is to slow it down or stop it by

promoting respect for linguistic and cultural rights, peaceful co-existence in multicultural

societies and the preservation of our biocultural heritage.

This work was carried out to understand about local language in an education, in order to

know in deep the advantage and disadvantage of learning or using the local language in

education. Local language means the language declared by the concerned State Government

as their official language.

Objectives

General objective

 Analyze the use of local language in education

Specific Objective

 Understand the advantages and disadvantages of local language in education

 To know how and when to use the local language in classrooms

1.1.Introduction to local languages in education

According to Troike (2006: 2), Second Language Acquisition (SLA) refers both to the study

of individuals and groups who are learning a language subsequent to learning their first one
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as young children, and to the process of learning that language. The additional language is

called a second language (L2), even though it may actually be the third, fourth, or tenth to be

acquired. It is also commonly called a target language (TL), which refers to any language that

is the aim or goal of learning. The scope of SLA includes informal L2 learning that takes

place in naturalistic contexts, formal L2 learning that takes place in classrooms, and L2

learning that involves a mixture of these settings and circumstances.

Before considering issues in the learning of language it is necessary to draw attentionto

several critical aspects of the complex social environments in which language learning

occurs, Keeves & Darmawan (2007: 19):

 A distinction is commonly made between foreign language (LF) learning and second

language (L2) learning. In foreign language (LF) learning the target language is

studied ina school setting in a classroom. In second language (L2) learning the new

language is initially learned without the aid of formal instruction, through exposure in

a naturalsetting. In addition, a distinction is commonly made between the mother

tongue language(L1), that is the language of the home and the national language (LN)

that is the languageof the country in which a person lives. In many parts of the world

it is necessary for youngpeople to become proficient in both their mother tongue (L1),

their national language(LN), a foreign language (LF) and possibly a second language

(L2).

 Initially the mother tongue (L1) is learned and subsequently a second language (L2) is

learned. It seems highly desirable that an adequate level of competence in the learning

of the mother tongue (L1) is achieved before any formal learning of the national

language (LN) or a second language takes place through classroom instruction.

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 The learning of languages, involving both the national language (LN) and a foreign

language (LF) is comprised of learning the four skills of listening, speaking, reading

and writing. The mastery of all four sets of skills appears to be required for successful

learning both of the national language (LN) and a foreign language (LF), if these

languages are to be used in both national and global settings.

 In each domain of listening, speaking, reading and writing, there is a developmental

sequence involved in the mastery of each new language, namely, the national

language (LN) and the foreign language (LF). The higher stages of learning involve

the ability to reason using the language symbols and processes of both the national

language (LN) and the foreign language (LF)

 At the highest levels of learning, involving reflection and hypothetic and deductive

thinking, there are different logical systems and symbol systems associated with both

the national language (LN) and the foreign language (LF). While it is readily accepted

that mathematical symbol systems have common logical rules for the processing of

different mathematical symbols, it also seems highly likely that different language

systems have different rules for the processing of the different languages.

 In the assessment of performance in the different language systems a scale of

performance is required, that is probabilistic in nature and possesses the properties of

an interval scale. Such a scale also exhibits a conjoint relationship between the

language based tasks and the persons being assessed, so that persons are assessed

relative to the difficulties of the assigned tasks in an operation of measurement. A

separate scale of measurement is clearly required for each language domain of

listening, speaking, reading and writing. However, within each domain for each

language, there needs to be a single uni-dimensional scale of performance. These

scales of performance are a necessary prerequisite for monitoring and planning the
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learning of the languages of mother tongue (L1), second language (L2), national

language (LN) and foreign language (LF).

According to Troike (2006: 21), L1 by definition – is native linguistic competence. While

vocabulary learning and cultivation of specialized registers (such as formal academic written

style) may continue into adulthood, the basic phonological and grammatical systems of

whatever language(s) children hear around them are essentially established by the age of

about five or six years (as we have already noted), along with vocabulary knowledge and

interaction skills that are adequate for fulfilling communicative functions. This is a universal

human achievement, requiring no extraordinary aptitude or effort.

On the other hand, the L2 development – again by definition – can never be totally native

linguistic competence, and the level of proficiency which learners reach is highly variable.

Some learners reach “near-native” or “native-like” competence in L2 along with native

competence in L1, but many cease at some point to make further progress toward the learning

target in response to L2 input, resulting in a final state which still includes instances of L1

interference or creative structures different from any that would be produced by a native

speaker of the L2 (a “frozen”,state of progress known as fossilization in SLA). The complex

of factors,which contribute to differential levels of ultimate multilingual development

is of major interest for both SLA theory and second language teaching,methods.

2.Benefits of integrating local languages in English language classes

1. Ideational functions: Providing basic-TL2 (target language)-proficiency students with

access to the Tl-mediated curriculum by switching to the students' local languages (LL) to

translate or annotate (e.g., key TL terms), explain, elaborate or exemplify TL academic

content (e.g., drawing on students' familiar life/world experiences as examples to explain a

science concept in the Tl textbook/curriculum). This is very important in mediating the

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meaning of academic texts which are written in an unfamiliar language-the TL of the

students,

2. Textual functions: Highlighting (signaling) topic shifts, marking out transitions between

different activity types or different focuses (e.g., focusing on technical definitions of terms

vs. exemplifications of the terms in students' everyday life).

3. Interpersonal functions: Signaling and negotiating shifts in frames and footings, role-

relationships and identities, change in social distance/closeness (e.g., negotiating for in-group

solidarity), and appealing to shared cultural values or institutional norms.

2.1.How and When Should Local Languages be used in English Language Classes
Following up on the pioneering conceptualization work started by Laupenmuhlen (2012) in

planning the systematic and functional use of LL and TL in the learning process, which might

stretch across a number of lessons in a unit of work, we draw on the notion of 'curriculum

genre' to propose that since there are different stages and phases in a curriculum genre, LL

and TL can be strategically planned to fulfill the pedagogical functions specific to the

different stages and phases of a curriculum genre. If the classroom lessons are seen as

constituting a curriculum genre, then there are stages and phases in the curriculum genre

where there are recurrent, typical functions to be achieved in these different stages and

phases, just as in other spoken genres that occur in everyday life (e.g., a debate, a political

speech, a television interview), Mahboob, (2016: 35).

3.The importance of home languages

It is important to keep using home languages both in the Early Years Foundation Stage

setting and at home. “Bilingualism is an asset and the first or home language has a continuing
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and significant role in identity, learning and the acquisition of additional languages.”

“Children need to develop strong foundations in the language that is dominant in the home,

where most children spend most of their time. Home language skills are transferable to new

languages and strengthen children’s understanding of language use.”

“Developing and maintaining a home language as the foundation for knowledge about

language will support the development of English and should be encouraged,

Insistence on an English-only approach to language learning in the home is likely to result in

a fragmented development where the child is denied the opportunity to develop proficiency in

either language. The best outcome is for children and their families to have the opportunity to

become truly bilingual with all the advantages this can bring.”

a) Home languages make the curriculum more accessible for pupils new to English

Newly arrived pupils may initially have very little knowledge of English language and

encouraging them to use their home language may be a very useful strategy for ensuring that

they participate in some way in school activities. Older pupils may have literacy skills in their

home language and can therefore use it for writing, whilst they develop English Literacy

skills, or they can read a book at an appropriate level in their home language in a quiet

reading session for example.

b) What is learned in one language is easily transferred to another language

If pupils have previous educational experience then they may already have been taught about

topics being covered at school. Even without previous educational experiences some concepts

will be familiar to them. If pupils with EAL already understand a particular curriculum

concept, they may simply need to transfer the understanding into the new language. Being

able to express knowledge in their home language, even if it is just telling someone else the

name of an object or concept, will help to give pupils a ‘hook’ on which to attach the new

English word.
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c) Supporting children’s home language enhances their cognitive and language

development

Research shows that bilingual or multilingual pupils perform better than their monolingual

peers, so encouraging the continuation of home language use for EAL pupils will support

their academic achievement.

d) Time spent on the home language will not damage the development of

proficiency in English

Pupils will not be delayed in their English language development if they are encouraged to

use their home language. Research shows that continuing to use home languages alongside

their new language acquisition will make the process of learning English faster and easier.

e) There is a positive effect on learner’s identity, self – concept and selfesteem

which increases their chances of successful learning

If home languages are valued and celebrated within the school environment then this sends a

powerful message to pupils about their identity. If they feel that their previous experiences of

life and learning are not valued within school then this will only hinder their language

acquisition. Valuing pupils’ home languages will increase their chances of successful

learning.

f) Children need to hear their parents or carers speaking their home language

Children will gain a much richer experience of language from a parent or carer speaking their

home language than if they are hearing an adult tentatively trying to use English. Parents

should be encouraged to keep using the language which is most natural to them with their

children.

g) Encouraging use of home languages will be a positive experience for other pupils
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Children generally find language learning easier than adults and opportunities to learn some

of another pupil’s home language will be a positive experience for all. It will enhance their

understanding of how languages function and begin to equip them with a new and valuable

skill, in addition to helping them to empathise with the new arrival in their classroom.

4.Conclusion
Shorty, Local language refers to the language spoken in the homes and marketplaces of a
community, as distinguished from a regional, national or international language. This essay
shows that using the learners’ mother tongue is crucial to effective learning. Indeed, some
educationists have argued that the only countries likely to achieve Education For All (EFA)
are those where the language of instruction is the learners’ mother tongue. However, the
prevalence of globalization and democratic ideals demonstrates that students must be
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proficient in international and regional languages to gain access to wider society and to
participate meaningfully in their world.

5.Reference
Keeves, J. P., & Darmawan, I. G. (2007). Issues in language learning . Adelaide: Shnnon
Reaserch press.

Mahboob, A. (2016). Using language in English Language Classrooms . New york : Willy
A. Renandya and Handoyo P. Widodo.

Troike, M. S. (2006). introducing second language acquisition . New work : Cambrige

University press .
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