1.

The languages Curriculum in the k to 12

a. Domains of literacy and the Competencies to be developed in each domain;
VISUALS
Oral Language
Have sufficient facility in English to understand spoken discourse and to talk and interact with other
about personal experiences and text listened to or read
Phonological skills
Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and print knowledge
Use narrative and expository texts for independent study and reading for pleasure
Alphabet knowledge
Recognize, name and sound out all the upper and lower case letters of the alphabet.
Phonics and Word recognition
Use sight word recognition or phonic analysis to read and understand words in English that contain
complex letter combinations, affixes and contractions
Fluency
Read aloud grade level texts effortlessly, without hesitation and with proper expression.
Spelling
Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing and Composition
Express their ideas effectively in formal and informal compositions to fulfill their own purposes for
writing.
Handwriting
Write legibly in cursive writing.
Grammar Awareness
Demonstrate grammatical awareness by being able to read, speak, and write correctly
-communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary
Acquire, study, and use English vocabulary words appropriately in relevant contexts
Listening and Reading Comprehension
-activates prior knowledge conceptually related to text and establishes a purpose for listening
/reading.
-be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
- responds to literary texts through the appreciation of literary devices and an understanding of story
grammar
- recalls/locates information from expository texts and uses this information for discussion or written
production
Attitude towards language, literacy and literature
Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Study Skills
Chooses and utilizes discrete techniques (general or specific0 and applies them to all or most fields of
study

b. Literacy in the mother tongue and the second Language/s Bridging among language

Bridging L1 to Filipino and English

Introduction
 The context for pedagogical use of the mother tongue (L1) has been established worldwide, that
in contrast to a second or foreign language the L1 is the most efficient language for beginning literacy
and content area instruction (Cummins, 1999, Dutcher, 1995). When instruction is in the L1, teachers
and students can interact more naturally and negotiate meanings together, and teachers can get a much
better idea of what their students have learned.
In this context this paper will focus on the practices and activities that will provide a smooth
transition from L1, (mother tongue) to L2 (Filipino) and L3 (English) in the classroom. Teachers will also
be aware of the difference between language acquisition in L1 and learning of a second or a third
language.

Bridging L1 to L2 and L3

Some points to consider as teachers plan to bridge or transfer what learners learned in their L1
into L2.

• Learners should not be expected to memorize lists of new words or phrases they cannot
comprehend. The new words and phrases in L2 should always be introduced in a meaningful context
that the learners can understand. This is what is called comprehensible input by Krashen (1993).

• Plan activities to encourage the learners to practice using the new language or L2. An important
thing to remember is that the activities should make the learners feel safe and not embarrassed as they
are learning the new language. Activities should be non-stressful and should help the learners gain
confidence as they use the language in meaningful and enjoyable ways.

• In the transition to L2, learners continue to learn new knowledge and critical thinking and
problem – solving skill, gain fluency in MT literacy and begin learning to understand and speak the
majority language or L2.

• The learners do not have to learn to read twice. They can use what they learned about reading
and writing in their MT as a foundation for literacy in the majority language or L2. If the 2 languages
have similar writing systems it will be easier to learn to read and write in L2. If the two writing systems
are very different, the learners will still benefit from knowing how to read their MT but the transfer of
literacy skills to the new script will take longer.

• If both languages use the same script and if the 2 writing systems have many of the same
symbols – a transfer primer can be prepared to introduce the majority symbols. Three questions to
consider to help the teachers plan the sequence for introducing L2 language symbols.

1. Are there symbols in both L1 and L2 writing systems that look and sound the same? Introduce
these familiar symbols first.
2. Are there some symbols that look the same in L1 and L2 but have different sounds? Introduce
these symbols last.
3. Are there symbols in the majority language that are not used in the leaner’s MT? Introduce
these symbols last.
• The activities / strategies for learning to read and write in MT can also be used for L2. The
learners should have ample time to practice reading and writing simple texts.

• Learners should continue reading and writing in both the MT and majority language. If they
move too quickly into the majority language or L2 and out of the MT, they may lose the benefits they
had gained by beginning in MT.

Examples of Activities for Successful Bridging from L1 to L2 and L3

• Following directions – Teacher says a set of short specific directions (stand up, go to the door,
touch the door, go back to your place, sit down). After each direction, the teacher demonstrates the
proper way to carry out the command. Then the children does as directed by the teacher. After several
repetitions, other learners volunteer to follow directions. The roles can be reversed after a few days, the
learner gives the directions and the teacher does as commanded.

• Asking and answering questions

Teachers use real – life situations to ask questions that the learners answer. Early questions can be
answered by yes or no.

Example. Is that woman selling food? Is the flower red? Later questions can require more than yes or no
answers. (What is the woman doing? What color is the flower?

• Stories and experiences in two languages – Learners can tell a story or tell about a personal
experience in their MT and then another retells the story in the L2.

• Fill in the blanks or completion – The teacher can tell a familiar story or describe a familiar
incident in the MT. Then the teacher retell the story or experience in L2 leaving out key words. The
learners say what they think the key word is.

Example. The boy was walking near the _______. Suddenly a _____

appeared and chased him.

• Using pictures – Teachers use illustrations of people doing familiar activities to teach vocabulary
and parts of speech.
Who is this? This is a _____
What is the person doing? The man is fishing.

• Using real objects – Teachers use real objects (food, tools, clothing items) to introduce new
vocabulary and new parts of speech in L2.
Example. describing the objects
telling how the object is used

• Games – One game is who am I? (guessing game)

Example. I work at school. I help children learn to read. Who am I? or What am I? I have leaves and
branches, What am I?

• Practice answering yes – ended questions if they are not used to answering these types of
questions. Example. What did you do yesterday? Categorize and label open – ended questions and close
– ended questions in their L1 in order to distinguish the difference. Do same exercise for L2 and notice
how the syntax/ semantics is different.

• Use pictures or objects to enhance comprehension of words or statements in the lesson. Try to
be selective in their vocabulary in the L2 so that they communicate at the learner’s comprehensive level
(sheltered instruction).

• Teach L2 vocabulary for vocabulary representing things in which the L2 and L1 share. Example.
colors, shapes, names of objects at home and in school. Also compare vocabulary used in L1 context to
L2 context.

• Use familiar Big Book stories known in L1, read in L2 with questions for students to answer in L1
and L2.

• Teach learners to produce and identify between different sounds which are unique to the L2 and
not found in L1. If possible do team teaching – L1 teacher and L2 teacher teaching the phonological
system of L1 and L2.

• Create contexts and activities which give students chances to practice the language (L2).
Monitor role – play situations in L2.

• Teach songs and rhymes using the L1 to explain the meaning and build meaning into the L2
through the activity.

• Adapt topics in oral L1 to be used in oral L2 lessons. Learners use oral L2 in contexts and topics
similar to L1 contexts and topics.

c. K-12 issues: English as a Second Language (ESL) Standards, Standard-based Instruction and
Assessment, Collaborating with Mainstream Teachers and Parents

ENGLISH AS A SECOND LANGUAGE (ESL) STANDARDS

Standard I. The ESL teacher understands fundamental language concepts and knows the structure and
conventions of the English language.
Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that
contribute to an effective multicultural and
multilingual learning environment.
Standard III. The ESL teacher understands the processes of first- and second-language acquisition and
uses this knowledge to promote students’
language development in English.
Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and
implement effective, developmentally
appropriate ESL instruction.
Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic
content, language, and culture.
Standard VI. The ESL teacher understands formal and informal assessment procedures and instruments
(language proficiency and academic
achievement) used in ESL programs and uses assessment results to plan and adapt instruction.
Standard VII. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family
and community involvement in their
education.

Standard I. The ESL teacher understands fundamental language concepts and knows the structure and
conventions of the English language.
Teacher Knowledge: What Teachers Know
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher knows and understands:
1.1k the nature of language and basic concepts of language systems
(e.g., phonology, morphology, syntax, lexicon);
1.2k functions of language and registers of language (e.g., social versus academic
language) in English;
1.3k the relationships among listening, speaking, reading, and writing;

1.4k the structure of the English language and conventions of written and spoken

English; and

1.5k patterns of written and oral discourse.

Application: What Teachers Can Do

ESL Teachers of Students in Grades EC–12

The beginning ESL teacher is able to:

1.1s use knowledge of the nature of language and basic language concepts to

facilitate student learning in the ESL classroom;

1.2s apply knowledge of the functions and registers of language to develop and
modify instructional materials, deliver instruction, and promote ESL students’

English language proficiency;

1.3s use the interrelatedness of listening, speaking, reading, and writing to develop

ESL students’ English language proficiency; and

1.4s model and provide instruction in the structure and conventions of written and

spoken English.

ESL (EC-12)/10/26/01 1

Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that
contribute to an effective multicultural and multilingual learning

environment.

Teacher Knowledge: What Teachers Know

ESL Teachers of Students in Grades EC–12

The beginning ESL teacher knows and understands:

2.1k the historical, theoretical, and policy foundations of ESL education;

2.2k types of ESL programs (e.g., self-contained, pull-out, newcomer centers, dual

language, immersion), their characteristics, their goals, and research findings

on their effectiveness;

2.3k research findings related to ESL education, including effective instructional

and management practices in ESL programs; and

2.4k how to create an effective multicultural and multilingual learning

environment, including knowledge of diversity; characteristics of effective

learning environments for ESL students; and ways to address the affective,

linguistic, and cognitive needs of ESL students.

Application: What Teachers Can Do

ESL Teachers of Students in Grades EC–12

The beginning ESL teacher is able to:

2.1 apply knowledge of historical, theoretical, and policy factors in ESL
education to program planning, implementation, and advocacy;
2.2 apply research findings to assist in planning and implementing effective ESL
programs;
2.3 use knowledge of the types of ESL program models to make appropriate
instructional and management decisions;
2.4s create an effective multicultural learning environment that addresses the
affective, linguistic, and cognitive needs of ESL students and that facilitates
students’ learning and language acquisition; and
2. demonstrate sensitivity to students’ diverse cultural and socioeconomic
backgrounds and show respect for language differences.
ESL (EC-12)/10/26/01 2
Standard III. The ESL teacher understands the processes of first- and second-language acquisition and
uses this knowledge to promote students’ language
development in English.
Teacher Knowledge: What Teachers Know
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher knows and understands:
3.1 theories, concepts, and research related to first-language (L1) development;
3.2 theories, concepts, and research related to second-language (L2)
development;
3.3 the interrelatedness of first- and second-language acquisition and ways in
which L1 may affect development of L2;
3.4 the role of the linguistic environment and conversational support in secondlanguage acquisition; and
3.5 common difficulties (e.g., syntax, phonology, L1 interference) experienced
by ESL students in learning English and strategies for overcoming these
difficulties.
Application: What Teachers Can Do
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher is able to:
3.1 apply knowledge of theories, concepts, and research related to language
learning to support students’ language development in English;
3.2 help students transfer language skills from L1 to L2;
3.3 use knowledge of L1 and L2 acquisition to select effective, appropriate
methods and strategies for promoting students’ English language
development;
3.4 provide a rich language/print environment with supported opportunities for
communication in English;
3.5 provide appropriate feedback in response to students’ developing English
language skills; and
3.6 apply effective strategies for helping ESL students overcome difficulties
(e.g., syntax, phonology, L1 interference) in learning English.

ESL (EC-12)/10/26/01 3

Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and
implement effective, developmentally appropriate ESL
instruction.

Teacher Knowledge: What Teachers Know

ESL Teachers of Students in Grades EC–12

The beginning ESL teacher knows and understands:

4.1 applicable Texas Essential Knowledge and Skills (TEKS), especially the
English Language Arts and Reading curriculum as it relates to ESL;
4.2 factors and procedures in planning ESL instruction, including consideration
of students’ developmental characteristics and their individual needs;
4.3 a variety of methods and techniques appropriate for instruction in the ESL
classroom;
4.4 strategies for fostering ESL students’ communicative competence;
4.5 instructional practices, resources, and materials for content-based ESL
instruction;
4.6k the use of technological tools and resources to facilitate and enhance ESL
instruction; and
4.7k classroom management strategies for a variety of ESL environments and
situations.
Application: What Teachers Can Do
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher is able to:
4.1s design and implement appropriate instruction to address applicable Texas
Essential Knowledge and Skills (TEKS)
4.2s use planning procedures to design effective, developmentally appropriate
ESL instruction;
4.3s select instructional methods, resources, and materials, including the fine arts,
appropriate for various goals and situations in the ESL classroom;
4.4s infuse technological tools and resources into the instructional process;
4.5s use strategies that foster ESL students’ content-area learning;
4.6s engage students in critical-thinking processes; and
4.7s apply principles of effective classroom management in a range of situations
in the ESL classroom.
ESL (EC-12)/10/26/01 4
Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic
content, language, and culture.
Teacher Knowledge: What Teachers Know
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher knows and understands:
5.1k factors that may affect ESL students’ learning of academic content, language,
and culture (e.g., age, personality, academic background, sociocultural
factors, home environment, attitude, exceptionalities); and
5.2k the nature of student variation in the ESL classroom, including variation in
developmental characteristics, cultural and language background, academic
strengths and needs, and preferred learning styles (e.g., visual, tactile,
auditory, cooperative learning, individual learning).
Application: What Teachers Can Do
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher is able to:
5.1s use knowledge of factors that may affect students in order to facilitate their
learning of academic content, language, and culture; and
5.2s provide instruction and experiences that are responsive to diversity and
individual student needs.
ESL (EC-12)/10/26/01 5
Standard VI. The ESL teacher understands formal and informal assessment procedures and instruments
(language proficiency and academic achievement) used in
ESL programs and uses assessment results to plan and adapt instruction.
Teacher Knowledge: What Teachers Know
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher knows and understands:
6.1k basic concepts, issues, and practices related to test design, development, and
interpretation;
6.2k types of assessment used in the ESL classroom (e.g., recognition, production,
portfolio, observation, student self-assessment) and their characteristics, uses,
and limitations;
6.3k standardized tests commonly used in ESL programs in Texas;
6.4k state-mandated LEP identification procedures and placement and exit criteria,
including the role of LPAC; and
6.5k relationships among state-mandated standards, instruction, and assessment in
the ESL classroom.
Application: What Teachers Can Do
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher is able to:
6.1s select, adapt, or develop appropriate assessments for different purposes in the
ESL program (e.g., diagnosis, program evaluation, proficiency);
6.2s interpret results of standardized tests commonly used in ESL programs

6.3s implement LPAC recommendations for LEP identification, placement, and

exit; and
6.4s use ongoing assessments to plan and adjust instruction that addresses
individual student needs and enables ESL students to achieve learning goals.
ESL (EC-12)/10/26/01 6
Standard VII. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family
and community involvement in their education.
Teacher Knowledge: What Teachers Know
ESL Teachers of Students in Grades EC–12
The beginning ESL teacher knows and understands:
7.1k strategies for effective advocacy for ESL students;
7.2k the importance of family involvement in the education of ESL students and
ways to bridge differences between the home and school environments; and
7.3k ways in which community members and resources can positively affect
student learning in the ESL program.

Application: What Teachers Can Do

ESL Teachers of Students in Grades EC–12
The beginning ESL teacher is able to:
7.1 advocate for educational and social equity for ESL students;
7.2 use effective strategies to bridge gaps that may exist between the home and
school environments;
7.3 communicate and collaborate effectively with students’ parents/guardians;
7.4 facilitate parent/guardian involvement in their children’s education and
school activities; and
7.5 access community resources to enhance the education of ESL students

Standards-Based Instruction and Assessment for English Language Learners explores the issues
that must be addressed to ensure the academic success of English Language Learners (ELLs). Providing
an overview of what standards-based educational reforms means for the fast-growing population of
ELLs in America's schools, author Mary Ann Lachat offers practical guidelines to help school
administrators and classroom teachers implement effective practices for culturally diverse learners. The
manual includes useful tools for conducting a schoolwide assessment and designing professional
development plans for teachers.

Teaching Strategies Teacher-Parent Collaboration

Teacher-Parent Collaboration
A child's education can be greatly enhanced by their parents' involvement in the classroom and
at home. Use these printables and articles to prepare for successful parent-teacher interactions during
parent-teacher conferences, at an open house, and throughout the school year. Our collaboration forms
will help you communicate with parents about their child's progress. You'll find great advice on how
parents can support their child's development. Tapping in to the support of parents will enable you to
teach more effectively.

2. English as a Second Language (ESL) and Bilingual Methods of Teaching Children.

English as a Second Language (ESL or TESL) is a traditional term for the use or study of the English
language by non-native speakers in an English-speaking environment (it is also known as English for
speakers of other languages.) That environment may be a country in which English is the mother tongue
(e.g., Australia, the U.S.) or one in which English has an established role (e.g., India, Nigeria). Also known
as English for speakers of other languages.

English as a Second Language also refers to specialized approaches to language teaching designed for
those whose primary language is not English.

English as a Second Language corresponds roughly to the Outer Circle described by linguist Braj Kachru
in "Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle" (1985).

Observations
"Basically, we can divide up countries according to whether they have English as a native language,
English as a second language, or English as a foreign language. The first category is self-explanatory. The
difference between English as a foreign language and English as a second language is that in the latter
instance only, English has actual assigned communicative status within the country. All told, there is a
total of 75 territories where English has a special place in society. [Braj] Kachru has divided the English-
speaking countries of the world into three broad types, which he symbolizes by placing them in three
concentric rings:

The inner circle: these countries are the traditional bases of English, where it is the primary language,
that is Great Britain and Ireland, the United States, Canada, Australia, and New Zealand.

The outer or extended circle: these countries represent the earlier spread of English in non-native
contexts, where the language is part of the country's leading institutions, where it plays a second-
language role in a multilingual society. e.g. Singapore, India, Malawi, and 50 other territories.

The expanding circle: this includes countries that represent the importance of English as an international
language though they have no history of colonization and English has no special administrative status in
these countries, e.g. China, Japan, Poland and a growing number of other states. This is English as a
foreign language.It is clear that the expanding circle is the one that is most sensitive to the global status
of English. It is here that English is used primarily as an international language, especially in the business,
scientific, legal, political and academic communities."

"The terms (T)EFL, (T)ESL and TESOL ['Teaching English to Speakers of Other Languages'] emerged after
the Second World War, and in Britain no distinction was seriously made between ESL and EFL, both
being subsumed under ELT ('English Language Teaching'), until well into the 1960s. As regards ESL in
particular, the term has been applied to two types of teaching that overlap but are essentially distinct:
ESL in the home country of the learner (mainly a UK concept and concern) and ESL for immigrants to ENL
countries (mainly a US concept and concern)."

"The term 'English as Second Language' (ESL) has traditionally referred to students who come to school
speaking languages other than English at home. The term in many cases is incorrect, because some who
come to school have English as their third, fourth, fifth, and so on, language. Some individuals and
groups have opted for the term 'Teaching English to Speakers of Other Languages" (TESOL) to represent
better the underlying language realities. In some jurisdictions, the term 'English as an Additional
Language' (EAL) is used. The term 'English Language Learner' (ELL) has gained acceptance, primarily in
the United States. The difficulty with the term 'ELL' is that in most classrooms, everyone, regardless of
their linguistic backgrounds, is learning English.
 The bilingual method of foreign language teaching was developed by C.J. Dodson (1967) as a
counterpart of the audiovisual method. This method was developed in the 1960s and 1970s. Dodson set
out to make improvements to the audio-visual method (which has much in common with the direct
method outlined above). The bilingual method makes use of the traditional three P’s: presentation,
practice, production.

The three P’s are the three main stages of any language lesson. First, you present material. Then you all
practice together and students are expected to produce something with their new knowledge.

Principles of The Bilingual Method:

• The understanding of words and sentences in foreign languages can be made easier by the use of
mother tongue.

• There is no need to create artificial situations for explaining the meaning of words and sentences
of the target language.

• Bilingual method is the combination of the Direct method and the Grammar translation method.

There are 7 advantages of the bilingual method of teaching english:

1. Students become functional bilinguals

If the aim of language learning is ultimately for the student to become fully bilingual (or multilingual)
then this method models this positive outcome from the very beginning. As the students begin their
language learning journey, their destination is visible in their language teacher. The competence and
confidence of the teacher as she moves from L1 to L2 and back again is a clear model for the student to
emulate.

2. Never miss out on a lesson

Rather than being a hindrance, advocates of the bilingual method argue thatthe mother tongue of the
students is the greatest resource in the language learning process. This is true particularly for those
students over the age of 7 or 8, when the mother tongue has been firmly established in the students’
minds. The bilingual method allows easy glossing of difficult words and efficient explanations of points of
grammar. Time saved in this manner optimizes learning opportunities.

3. Give some love to other languages

While English, with an estimated 328 million speakers, is the third most widely spoken language in the
world, it’s perhaps first in terms of prestige. For this reason, students worldwide are clamoring to learn
it. This is good news for English language teachers. However, there are inherent dangers for languages
considered less prestigious.

4. Accessibility
The bilingual method ensures accessibility. Students beginning the daunting task of learning a new
language can immediately find a level of familiarity, avoiding the terrors of that “deer in the headlights”
stage of acquiring new skills.

5. Discipline

Many fresh-faced English language teachers landing on exotic shores with a shiny new TEFL certificate
struggle with this one. An oft-heard complaint among foreign teachers is that they aren’t afforded the
respect given to the local teachers.

6. It’s a teacher’s tool, not a student crutch

Though the bilingual method employs the students’ native language, it’s important to note that it’s
predominantly the teacher who makes use of L1. This distinguishes it from the grammar-translation
method which relies more on rote learning and the translation of texts.

7. Build strong foundations for reading, right from the start

As with the direct method, basic texts make use of picture strips to accompany the dialogue. The
bilingual method makes use of the written form of the language from the start. This allows students to
begin to see the shapes of words as they repeat them orally.

Since the bilingual teacher is a model for the goal of students to develop into users of two languages,
this recognition supports the teacher using the students' native language strategically when it would be
futile to explain things in the target language. While monolingual teachers are more liable to strictly
enforce L2 use, it is frustrating to a learner or a child to hear something that is too difficult, so L1 support
can be part of their overall language development.

• Bilingual education, focusing on the medium of instruction, clarifies the effectiveness of content-
based language teaching and other methods, so language teachers can evaluate educational options
such as mainstream, ethnic, international, or bilingual schools.

• Finally, bilingualism sheds light on language acquisition, how research on first language acquisition,
bilingual acquisition, and bilingual education informs L2 teaching. Seeing the whole picture from a
bilingual perspective, from the societal to the individual level, informs one's approach to teaching and
communication.

Reflecting on these and other insights from bilingualism can make a difference in everyday decisions in
practice as well as in cultivating theories to undergird one's language teaching.
Bilingual Method is one of many teaching methods of English language .C.J Dodson had invented this
method of teaching Foreign language in 1967. Schools use this method where two languages i.e. the
mother tongue and target language are used. In this method, teachers use the mother tongue to
achieve the target language ( here it is English) .

The method is based on the principles of similarities and differences which is found between the two
languages. These may be of situation, sounds, vocabulary, structure etc. If the learner/the teacher
understands these differences, the learning of the target language is facilitated considerably.
When the child is learning his mother tongue, he becomes acquainted with the situations and picks up
the language easily and correctly. While learning the foreign language, the teacher can create same
situations again in order to make the child learn the foreign language.

What is the belief behind Bilingual Method ?

The advocates of bilingual method believe that it is merely wastage of time as there is duplicity of the
same thing. We suggest you that you can utilize the saved time for giving practice in sentence pattern.

Advantages of Bilingual method

1. The teacher is able to teach English to the entire satisfaction of the students.
2. The students are also able to understand English well.
3. Right use of mother tongue by the teacher does not spoil the environment of teaching English. It just
helps in teaching English better.
4. This method helps in developing fluency in spoken English.
5. Bilingual Method also helps in giving proper training for different skills namely listening, speaking,
reading and writing.
6. The use of mother tongue saves a lot time and makes learning easier. Complex things can be easily
explained in the mother tongue.

Disadvantages of Bilingual Method

1. Using this method, the teacher teaches English through English language and sometimes he uses his
mother tongue and this practice diverts the attention of the students.
2. Sometimes it happens that the teacher of English language may not be good in both the languages.
He doesn't get perfection in any of the languages as his labor is also distributed between the two
languages.
3. The use of mother tongue while teaching English language may spoil the continuity and fluency of the
language.
4. It is the possibility that a few students in the class may be more attentive to mother tongue sounds
and less attentive to English Sounds. As a result their pronunciation may become defective.