MULTILINGUAL AND BILINGUAL METHODS IN CLASSROOM TEACHING S. Swapna
Assistant Professor, Dept. of English, CMR College of Engineering & Technology, Hyderabad TS, India
Dr. M. Madhu Sudhan Rao
Assoc Professor, CSS Department, K L University, Guntur, AP, India
Abstract- As we all known India is a multilingual country, a land of many languages.
Indian students speak different languages. Many different languages are spoken at different place or many languages come together at one place. Teaching language in classroom with students from different states and different mother tongues is a task for the instructor. This paper refers on pedagogy used by a teacher to teach English as a second language to students of different mother tongues. Multilingualism and Bilingualism is a very common phenomenon. Multilingual approach of teaching in which teacher takes care of multi languages (more than two) and Bilingual approach is where two languages i.e. the mother tongue and the target languages are used by a teacher. Multilingual approach supports student’s ability to transfer the literacy skills acquired in one language to subsequent languages. This method supports students to increase language knowledge as they come to know different languages. It helps vocabulary recall and develops oral language patterns.
Bilingual approach ensures clear understanding, fluency and students are given much practice in sentence patterns and make them more fluent in understanding and speaking language clearly.
By practicing these methods in classroom teaching a teacher will be able to communicate difficult words and phrase easily to students. These methods are easy to adapt in classroom teaching as it does not need special facilities or equipment’s and also benefits the students for better understand the target language. The study draws data from student artefacts, student focus groups, a student’s questionnaire, and to reveal the ways during which multilingual students and their teachers construct and enact language policy at the classroom level. The results of the study show that techniques utilized in the experimental class afforded the participants affective and social advantages also as a deep understanding of the content.
Keywords: Language teaching, Language boundaries, Language policy and planning.
1. INTRODUCTION
Language is that the medium through which a toddler acquires the culture, moral, religious and other values of society by (Klein, 1986.6) Li Wei another linguist (Wei, 2000), says
“Language is a human faculty: it coevolves with us.
As English has coexisted with indigenous languages over a long period. The pedagogy of teaching English gains a lot of significance and we are aware that in India it deals with second language. So, is it advantageous or disadvantageous in knowing more than one language?
Result have been conducted and many theories have been put forward a wide range of stakeholders including international agencies like UNESCO, UNICEF National ministry of Education and nonprofit organization they recognize that successful education in multilingual classroom builds on the foundation of students home language and they make sure that adequate access to national or regional language of teaching and learning.
It also takes regard of best approaches in language of language in international use such as English.
Multilingualism occurs when people migrate from one place to another taking their languages with them. Multilingualism is the utilization of two or more languages.
Multilingualism is the ability of the speaker to communicate effectively in two or more languages. A person who uses more than two language is called as polyglot or a multilinguistic person. Multilingual classroom is understood as one in which there are students who know to use two or more languages in their home or community. It is also one here student who expect to learn more than one language. Multilingualism is an asset of a teacher who can enhance the learning of students and cater out the individual differences among children. In order to promote multilingualism in classroom one or more languages
are to be integrated into the curriculum. So, that child can learn other languages without losing the first or their mother tongue or the native language. During the period of 1964- 1966 there was a commission called Kothari commission where they recommended a three- language commission. It was further promoted keeping the view of students that every student should turn up to be a multi linguistic. The benefit of learning more than two languages will increase multilingual proficiency among the students and raises their level of cognitive growth. Cognitive growth among students increases when child uses his mind a lot and understand many languages. Multilingualism helps in enhancing the cognitive growth of the student. A child learns to adapt social tolerance where they try to adjust themselves in society; they will also be divergent thinking by learning many languages and will also gain scholastic achievements.
2. FORM OF MULTILINGUALISM
One form focuses on how language functions in society, such as playing a specific role.
Some nations have one than one official language, while other languages are used in social context.
Another form of multilingualism is where person’s ability to communicate in different languages in different settings. Some nations value language learning and often require students to learn two or more languages. Thus, we understand that a multilingual classis is taken to be used where students use or know more than two languages in their home or community.
2.1. Types of Multilingualism
1. Additive Multilingualism – The learning of the second language does not interfere with the first language. Both languages are well developed.
E.g.: Telugu speaker learn Hindi when they go to Hindi speaking states, they learn Hindi to upgrade their business skills.
2. Subtractive Multilingualism – The learning of the second language interfere with the first language. The second language replaces the first language.
E.g.: Successive US Immigrant generations eventually become monolingual English Speakers.
2.2. Ways of Multilingualism
Multilingualism is practiced mostly in two ways:
1. Simultaneous 2. Successive
Simultaneous way in which a child learns more than one language from birth.
Successive way in which a child learns second language when he gets matured.
We need to understand there are many other approaches that can be taken when using two or more languages for learning in the class roommate the same time.
Code Switching- It’s the simultaneous use of two languages. That is switching between different sound, words, concept or dramatically structures and if we look at development of brains it showing as natural brain training. Sometime on e may not know consciously when they are moving from one language to another.
3. MULTILINGUALISM AND ENGLISH LANGUAGE TEACHING IN INDIA
According to National Curriculum framework (2005) – that an attempt could made slowly but unobtrusively be made towards multilingualism.
Multilingualism – English language and mother tongue/regional language are taught simultaneously from grade-1 in school now. This may be desirable to bridge the social gap that exists and also to develop multilingual competence in children.
By R. K. Agnihotri in 2006 is it established by a series of studies that there is a positive correlation between multilingualism and scholastic achievement. That means that the higher the degree of proficiency in different languages. The higher is the achievement in different subjects. The purpose of our education should not be to English only but to enhance higher level of proficiency in three or four languages by the time child passes plus two.
3.1. Role of Teacher in Multilingual Classroom
A teacher should believe that their own multilingualism is beneficial to the students.
Classroom methodology should emerge from comprehensive understanding of the learners.
Preparing multilingual teaching and learning material.
Using examples from other languages
Formation of peer group of students with the same language background.
Providing translation type of home assignments for the students.
Exploring new approaches and materials, planning for the students.
A teacher should build self-confidence, self-esteem and self-respect to teach languages to students. The first role of a teacher is to enhance students learning ability through different approaches. Teacher must be multilingual and should be able to explain and translate where the students don’t understand with a few simple words. If a teacher is multilingual, they can explain the students in their native language and other language too for better understanding.
A teacher must be a good communicator to explain the concept and guide students.
Students trust teacher a lot than their mother, trust is be term in any relationship thus trusts between a student and teacher should be strong for a student to learn and practice language by better understanding. So, a teacher must be a good communicator in multi languages so that the child will not feel depressed for not understanding the concept of difficult or different words.
A teacher much also be a good psychologist to understand individual differences among child.
There are many differences among students, it can be either physically, mentally or cognitive growth, a teacher must understand every student and treat them accordingly.
A teacher must be a good mediator too. A tutor must understand different cultures of different countries and specificity of their languages. In a class they may be students from different cultures and different language, so a teacher must understand and act as a mediator in specifying their languages and make them understand the easily.
3.2. Methods of Teaching
Interpretative skills are transferable across languages.
The exposure to the stylistic analysis of a literary text in the first language helps in a second language.
Collaborate on identified topics and facilitate the learners.
Spend time on learning how to learn (learning strategies) in the English language classroom.
To draw on student’s language learning experience.
4. BILINGUAL APPROACH
Bilingual method is proposed by C. J. Dodson which is used to educate masses. As we use English as medium of instruction but many may not be more comfortable so far as it is considered a medium of education. Same is the case with Hindi in which two languages are used, Native language and Target language. It is considered as a combination of Direct method and Grammar Translation Method. It provides for an intensive practice of patterns to English. The mother tongue is used to make the meaning clear.
4.1. Principles of the Bilingual Methods
The Mother -tongue is used to help learners achieve the target language.
It is used to explain the meaning of words, phrases, idioms, sentence structure and grammatical errors.
The unit of teaching is sentence.
The teacher uses the mother tongue to aid teaching.
A lot of pattern practice is given to students, which helps them to have mastery over target language.
The teacher is not required to create situations, as a teacher is able to make meaning to clear to the students in their mother tongue.
4.2. Merits of the Bilingual Methods
This method ensures accuracy. Difficult words become clearer and easier when helped with the help of mother tongue. It makes uses of the learner’s previous skills in their mother tongue and their ability to associate words and objects. For example, the word happiness when explained in their mother tongue delivers precise meaning and accuracy.
By means of pattern practice fluency is ensured as the time saved in creating situation is utilized for pattern practice learners develop fluency in spoken language.
This method is less costly, teaching aids are not much required it does not need special facilities and equipment’s. It saves time, energy and labor of the teacher.
This method can be successfully used anywhere and everywhere, judious use of the mother tongue to teach English to the entire satisfaction of their learners it fully makes use of the language habits already acquired by the learners.
While learning their mother tongue all types of students whether brilliant, average or poor learners understand and learn successful learning.
This method also helps in proper training for all the different language skills namely listening, speaking, reading and writing.
4.3. Discipline
Many new English language teachers face the difficulty to handle the students and make them feel as comfortable as with the local teacher. Learning the local language is considered as the sure way to improve behavior management skills. It also helps in delivering the
instructions related to lesson activities. If the concepts are explained in students' L1, then the new learners to English language will be able to grasp more knowledge about grammar and vocabulary. Thus it helps the students to be more efficient and faster.
It's the teacher's tool
In the bilingual method, as the native language is used in the classroom, it is important to note that it's predominantly the teacher who makes use of L1. The students will not be using their native tongue much in the classroom.
Builds strong foundation for reading, right from the start
The bilingual method uses written form of the language which allows students learn the shapes of the words as they repeat the words orally.
4.4. Demerits of the Bilingual Methods
Due to the contrast between mother tongue and the target language learners often get confused
It does not encourage free- thinking in students.
It may divert student’s attention while the teachers switch from English to mother tongue. It is more likely that few students may be more attentive to the English sounds, so they pronunciation may become defective.
A Teacher of English may not be good in both the languages, so whatever mother tongue he uses may not be satisfactory all the time.
It develops an undesirable habit of mixing both the languages.
In the hands of a Careless teacher it be degenerate into Grammar- Translation Method.
This method is still in experimental stage.
It is not useful in teaching secondary and senior secondary classes.
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