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Indrani Ghosh
Madonna University
February 6, 2017
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nation where people of every color, race, language, culture, religion, and ethnicity live together
happily. While English is the language of the majority, almost 20% of the nations population
speak a foreign language. The population of English learners has grown significantly over the
past two decades, increasing by approximately 81% since 1990. In U.S. schools, teachers are
faced with the challenge of teaching both academic content and English at a variety of English
proficiency levels from beginners to fluent English speakers. Extensive research around the
world has found that children who are proficient in their native language find it easier to transfer
many skills and knowledge from their first language to their second language. The first language
helps as a scaffold, preparing students to perform at higher levels in their second language. A
solid foundation of an English learners native language paves the way for a smoother transition
in the acquisition of English, and therefore, I have chosen this topic as the subject of my
research.
I am an Indian and trilingual. I can speak, read, and write English, Bengali, and Hindi
fluently. Although Bengali is my native language, my primary medium of instruction has always
been in English. I have grown up learning three languages at the same time without any
experience, I have felt that having a profound knowledge of my native language has helped me
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to acquire English and Hindi easily. Instead of being a hindrance, my knowledge of my mother
tongue has been a help and a guide to me in understanding the syntax and semantics of English. I
have seen this to be true in some of my English learners too. Students who have excelled in their
first language have shown much progress in their second language as well. They find it easier to
interact and perform tasks when they have some support in their mother tongue. Through my
research in this semester, I am going to explore all avenues that prove this point and share all my
findings.
For my informative paper, I have chosen the research question: How does ones native
language help in the acquisition of a second language? I have researched the databases and
other resources at the library and have found some ways this can be achieved. There are so many
educational programs that can intentionally incorporate a language other than English into
instruction for English learners (Els). The two-way immersion, one-way immersion, transitional
bilingual education, and early and late exit programs are examples of this (Herrmann,n.d.;
Garcia, 2009). They all utilize students native language to promote bilingualism, biliteracy, and
acquisition of English. Research has shown the effectiveness of these programs when they are
well implemented. The National Literacy Panel on Language Minority Children and Youth has
found that reading skills taught to students in their first language transfer readily over to the
second language (Escamilla, 2009). In 2014, the researchers Jim Cummins and Merril Swain
republished their influential book Bilingualism in Education, where they had stated that
developing both languages of a bilingual child is ideal for learning not only reading, writing, and
speaking, but also other cognitive tasks (Levitan, 2015; Garcia, 2009). In my informative paper, I
plan to talk about the benefits of such programs in an English as a Second Language (ESL)
classroom. I am going to discuss some instructional strategies where students native language
IMPORTANCE OF THE NATIVE LANGUAGE 4
could be strategically used as an important and useful scaffold and instructional tool. There are
so many ways where the structural and grammatical rules of the native language can be used to
explain those of English like gender, tense, singular and plural numbers. Knowledge of the native
language can also help in the perception of certain ideas and concepts in English. I am also going
to discuss some activities used in an ESL classroom which make use of the mother tongue as a
support system.
Several questions, concerns, and issues come up when considering the use of students
native language in the classroom. Proponents cite research that shows that strategic use of the
first language (L1) helps in the acquisition of the second language (L2) while opponents argue
that the native language causes interference in the learning process and thus should be removed.
For my argumentative paper, I chose the research question: Should English learners be
encouraged to maintain and improve their native language? I will be discussing some facts that
support my claim regarding the importance and benefits of using the mother tongue to facilitate
the learning of English (Herrmann, n.d). I will present both sides of the argument regarding this
issue. I will present facts and evidences that show that bilingual children exhibit significant
cognitive advantages in comparison to monolingual children. I will provide data and statistics to
show that bilingual children do very well in standardized tests and other cognitive tasks (Garcia,
Being a trilingual myself and an English teacher, I am glad to have a chance to research this
ESL teacher and work with English language learners, and I will be better prepared to help them
now. I will also be armed with all the data and statistics that prove my point. I will be able to
rebut those who think that the native language causes interference in learning and are against
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using it as a resource. I hope my research will shed light on the problems and solutions involved
in the teaching of English to Els, and hopefully educators will see the benefits in encouraging the
use of the native language in their classrooms. My research will help me be more successful in
my career.
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References
Escamilla, K. (2009). Review of the book English language learners: developing literacy in
children and youth, by D. August & T. Shanahan. Journal of Literacy Research, 41, 432-
http://www.education.com/reference/article/bilingual-education
Herrmann, E. (n.d.). Help or hindrance? Use of native language in the English classroom.
http://www.multibriefs.com/briefs/exclusive/help_or_hindrance.
Levitan, J. (2015, May 12). Bilingual students need support in their native language. Education
Myers, A. (2014, March 25). Students learning English benefit more in two-language
instructional programs than English immersion, Stanford research finds. Stanford Report.
Retrieved from
http://www.news.stanford.edu/news/2014/march/teaching-english-
language-032514.html