Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. One of the most challenging issues within task-based approaches is considered to be the students’ use of the mother tongue.
This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches
Table of Contents
1. Introduction
2. Task-Based Language Teaching
2.1 Principles of Task-Based Language Teaching
3. Mother Tongue Use in Task-based Classrooms
3.1 Implications for Task-based Teaching
4. Views on Mother Tongue Use in Foreign Language Classrooms
4.1 Sociocultural Theory
4.2 Enlightened Monolingualism
5. Conclusion
Objectives and Research Themes
This paper examines the role and compatibility of mother tongue use within task-based language teaching environments, exploring how to effectively manage first language usage while encouraging target language communication.
- Theoretical foundations of task-based language teaching.
- Challenges and strategies concerning mother tongue use in the classroom.
- Application of the sociocultural theory in second language acquisition.
- Butzkamm’s approach of enlightened monolingualism.
- Practical implications for teachers to balance linguistic diversity and target language output.
Excerpt from the Book
3. Mother Tongue Use in Task-based Classrooms
As was described in the previous section, one of the main principles of task-based language learning and teaching is considered to be monolingualism. That means that the language used by both teachers and pupils has to be the target language. Admittedly, there may arise some difficulties when trying to implement the principle of monolingualism in a task-based classroom. How should one deal with situations in which students use their mother tongue instead of the required target language? Regarding this problematic question, several researchers have examined the student use of the mother tongue in task-based classrooms.
First and foremost, David Carless’ article “Student use of mother tongue in the task-based classroom” (2008) has to be mentioned. He considers the student use of mother tongue to be a “perennial challenge in the school foreign language classroom” (Carless 2008: 331) and therefore, he examines how, in spite of this key challenge, task-based approaches can be successfully implemented in Hong Kong secondary schools.
Carless’ study was designed as an interview study which collected different views on how task-based teaching and its key challenges can be implemented successfully in school settings. As one of the main problems student use of the mother tongue was mentioned because it is often difficult to motivate students to use the target language in foreign language classrooms (Carless 2008: 332). Especially in Hong Kong classrooms, students are often not willing to converse in English due to several reasons such as “lack of confidence and fear of making mistakes; limited opportunities, particularly in large teacher-centred [sic!] classes; or peer pressure and resistance to speaking in a foreign tongue” (Carless 2008: 332).
Summary of Chapters
1. Introduction: The introduction outlines the shift from traditional models to communicative approaches and sets the objective to examine the role of the mother tongue in task-based learning.
2. Task-Based Language Teaching: This chapter defines task-based learning as a humanistic approach and details Nunan's seven key principles, such as scaffolding and reflection.
2.1 Principles of Task-Based Language Teaching: This section elaborates on specific pedagogical requirements for task-based teaching, emphasizing active learning and the integration of form and meaning.
3. Mother Tongue Use in Task-based Classrooms: This chapter evaluates studies by Carless and others regarding the challenges of maintaining a monolingual environment and student motivations for using their native language.
3.1 Implications for Task-based Teaching: This part provides practical suggestions for teachers, including the use of language monitors and setting rules of thumb for successful target language usage.
4. Views on Mother Tongue Use in Foreign Language Classrooms: This chapter discusses the controversy between monolingual and bilingual teaching methods, weighing the positive and negative impacts of native language use.
4.1 Sociocultural Theory: This section explores how language serves as a mediating tool for cognitive processing and knowledge construction according to Vygotsky’s perspective.
4.2 Enlightened Monolingualism: This section presents Butzkamm’s approach, which advocates for the functional integration of the mother tongue as a bridge to mastering the target language.
5. Conclusion: The conclusion summarizes that while mother tongue use presents risks, it can serve as a cognitive tool if managed flexibly within a task-based framework.
Keywords
Task-based language teaching, Communicative approach, Mother tongue use, Monolingualism, Enlightened monolingualism, Sociocultural theory, Language acquisition, Pedagogical strategies, Classroom interaction, Cognitive tool, Second language learning, Target language, Scaffolding, Language proficiency, Educational methodology.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper focuses on the tension between the principle of monolingualism in task-based language teaching and the practical reality of mother tongue use among students in foreign language classrooms.
What are the primary thematic areas explored?
The primary themes include task-based learning principles, the sociocultural function of the native language, and the concept of enlightened monolingualism as an alternative pedagogical strategy.
What is the main research question or objective?
The objective is to determine how to effectively manage mother tongue use in a task-based classroom while still encouraging target language development and ensuring the pedagogical goals of the task are met.
Which scientific methods are employed in the discussed studies?
The discussed research primarily utilizes qualitative interview studies with teachers and observations of classroom interaction to analyze how and why students resort to their first language during tasks.
What content is covered in the main body of the text?
The main body covers the theoretical principles of task-based teaching, reviews empirical studies on mother tongue use, discusses the role of language as a mediating tool, and explores Butzkamm’s five-point program for a bilingual-informed classroom.
Which key terms characterize this research?
Key terms include "task-based language teaching," "monolingualism," "mother tongue," "sociocultural theory," "scaffolding," and "enlightened monolingualism."
How does the author categorize the use of the first language in the classroom?
The author categorizes it as both a risk—when it undermines the target language environment—and a chance—when it serves as a cognitive tool to facilitate understanding and task completion.
What does Butzkamm's "sandwich technique" involve?
The sandwich technique involves translating an unknown expression into the mother tongue and immediately repeating it in the target language to bridge understanding without abandoning the target language.
Why is "private speech" mentioned in relation to the sociocultural theory?
Private speech is considered a mediating tool that allows students to direct their own attention and self-regulate, demonstrating that inner or whispered use of the mother tongue can support cognitive focus on the task.
- Arbeit zitieren
- Anja Hilsenbeck (Autor:in), 2011, Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue, München, GRIN Verlag, https://www.hausarbeiten.de/document/170578
