This study examines the use of mother tongues in teaching English as a foreign language at the University of Kinshasa in the Democratic Republic of Congo. The study aims to identify students' preferred mother tongues and evaluate the effectiveness of translanguaging in English language instruction for non-native speakers. Data was collected through questionnaires and interviews with 250 students, resulting in test, qualitative, and quantitative data. The findings suggest that incorporating students' mother tongues, local languages, or French alongside English can benefit multilingual Congolese learners who struggle with English as an academic subject. The main challenge identified is that students come from diverse linguistic backgrounds, making English learning difficult for the majority of them as they do not speak the same mother tongue.
Keywords: teaching methods, multiple mother tongues, translanguaging, perfect mother tongue, local language and foreign language.
Table of Contents
INTRODUCTION
CHAPTER ONE: REVIEW OF THE LITERATURE
I.1.Definitions of some key concepts.
I.1.1.Terms related to languages
I.1.1.1.The Mother Tongue (MT)
I.1.1.3. Multilingual education
I.1.1.4. Mother-tongue education
I.1.1.5. Intercultural education:
I.1.1.6. Second language (L2)
I.1.1.7. Vernacular language
I.1.1.8. National language
I.1.1.9. Official language
I.1.1.10. Lingua franca.
I.1.1.11. Foreign language (FL)
I.1.1.12.Language of instruction
I.1.1.13.Language of choice
I.1.1.14.Inter African languages
I.1.1.15.Perfect mother tongue
I.1.2.Terms
I.1.3.Related to culture
I.1.2.2.Acculturation
I.1.2.3.Cultural integration
I.1.4.Terms related to teaching I.1.3.1.Teaching
I.1.5.Terms related to learning
I.1.4.2.Learner:
I.2.The Sociolinguistic Situation of the Democratic Republic of Congo
I.2.1.Languages spoken in the DRC
I.2.2.Language policy in the DRC before and after independence.
I.2.2.2.Independent State of Congo (1885-1908)
I.2.2.3.Belgian Congo (1908-1960)
I.2.2.4.Post-colonial period
I.2.2.5.Studies on Mother tongues in the DRC
I.3.Previous works on Mother tongues and the use of mother tongue in EFL classrooms
I.3.1.Previous works on Mother tongues
I.5.2. Previous works on the use of Mother tongues in EFL classrooms
CHAPTER TWO: METHODOLOGY
II.1.Population and sampling methods
II.1.2..Sampling methods
II.2.Data sources
II.4.4. Methods used in data interpretation
III.1Coding
III.2Survey data analysis
III.2.1Survey data identification variables
III.2.1.1Gender
III.2.1.2Age
III.2.2Survey data research interest variables
III.2.2.2Languages used in a quarrel
III.2.2.3Languages of smooth expression
III.2.2.4Languages used in trouble
Figure 6. languages used in trouble
III.2.2.5Languages of intimacy expression
Figure 7: languages of intimacy expression
III.2.2.6Languages of mass media
Figure 8: languages of mass media
III.2.2.7Languages of confided in writing
Figure 9: languages of confided in writing
III.2.2.7Languages of confided in reading
Figure 10: languages of confided in reading
III.2.2.8Languages of easy understanding
Figure 11: languages of easy understanding
III.2.2.9Languages preferred to follow classes
III.2.2.10Languages preferred to follow sermons in church
III.2.2.11Languages preferred to follow english classes
III.2.2.12Views of the respondents concerning multilingualism in teaching English
III. 3 Interview data analysis
III.3.1Interview data identification variables
III.3.1.1Gender
III.3.1.2 Age
III.3.2 Interview data research interest variables
III.3.2.2Languages used in a quarrel
III.3.2.3Languages of smooth expression
III.3.2.4.Languages expressed in trouble
III.3.2.5.Languages of intimacy expression
III.3.2.6.Languages of mass media
III.3.2.7.Languages confided in writing
III.3.2.8.Languages confided in reading
III.3.2.9.Languages of easy understanding
III.3.2.10.Languages of preference to follow classes
III.3.2.11.Languages of preference to attend religious sermons in church
III.3.2.12.Languages of preference to follow English classes
III.3.2.13.Views of the participants concerning mutilingualism in teaching english
III.4The results of the monolingual and multilingual teaching tests
III.4.1Monolingual teaching test results
III.4.2Multilingual teaching test results
III. 5. Interpretation
III. 5.1 Gender
III.5.2Age
III.5.3Languages expressed in a court
III.5.4Languages used in a quarrel
III. .5. 5 Languages of smooth expression
III. .5. 6. Languages used in trouble
III. .5. 7 Languages of intimacy
III. .5. 8 Languages of mass media
III.5.9 Languages confided in writing
III. .5. 10 Languages confided in reading
III.5. 12 Languages of preference to follow classes
III.5.13 Languages of preference to follow sermon in church
III.5.14Languages of preference to follow English classes
III.5.15Views of the participants concerning multilingualism in teaching triangulated
III. 6. FINDINGS
III. 6 .1 Identifying the participants’ perfect mother tongues
CHAPTER FOUR: RECOMMENDATIONS
IV.1.Approaches in EFL
IV.2.Some recommendations
CONCLUSION
BIBLIOGRAPHY
APPENDICES
SAMPLES
Research Objectives and Themes
This dissertation aims to demonstrate the positive impact of integrating mother tongues into the teaching of English as a foreign language for Congolese students. The research explores the sociolinguistic landscape of the Democratic Republic of Congo and evaluates the efficacy of multilingual versus monolingual teaching approaches.
- The role and classification of mother tongues in multilingual educational contexts.
- The sociolinguistic hierarchy of languages within the Democratic Republic of Congo.
- Comparative analysis of student performance under monolingual and multilingual (translanguaging) instructional models.
- Identification of "perfect mother tongues" among students to optimize language learning strategies.
- Strategic recommendations for language policy and pedagogical integration in EFL classrooms.
Excerpt from the Book
I.1.1.1. The Mother Tongue (MT)
For the concept ‘Mother Tongue’, seven definitions have been retained, starting from UNESCO’s.
According to UNESCO (1953), "mother tongue" (MT), also known as first language (L1) or Native language (NL) or home language: ‘’is the language or languages that a person has learned since birth and/or is most familiar with.
It is important to note that a person's language does not have to be his mother tongue, as everyone has his own unique language background.
This language is used for thinking, dreaming, and counting. It is a language that a person has become proficient in and is the primary one they use.
Summary of Chapters
CHAPTER ONE: REVIEW OF THE LITERATURE: Provides theoretical definitions of key linguistic concepts and outlines the sociolinguistic context and historical language policies in the Democratic Republic of Congo.
CHAPTER TWO: METHODOLOGY: Describes the research design, including the population, sampling techniques, data sources, and the methodology used for the mixed-methods analysis.
CHAPTER THREE: RESULTS: Presents the findings from the surveys and interviews, including triangulated data on language usage and test results from both monolingual and multilingual teaching interventions.
CHAPTER FOUR: RECOMMENDATIONS: Offers strategic suggestions for the Ministry of Education and educators regarding the integration of national and local languages into English language curricula.
Keywords
Mother tongue, Multilingualism, English as a Foreign Language, Translanguaging, Sociolinguistics, Democratic Republic of Congo, Language policy, Pedagogy, Language acquisition, First language, Target language, Mixed methods design, Education, Lingala, French.
Frequently Asked Questions
What is the primary focus of this research?
The research investigates the benefits of integrating mother tongues into English as a Foreign Language (EFL) classrooms to improve learning outcomes for Congolese students.
What are the main thematic areas covered?
The study covers sociolinguistics, language planning in the DRC, the comparison between monolingual and multilingual teaching methods, and the practical identification of learners' "perfect mother tongues."
What is the core research objective?
The primary objective is to prove the positive impact of using a multilingual or translanguaging approach in teaching English, specifically in the Congolese educational context.
Which methodology is employed in this dissertation?
The researcher utilizes a double sequential explanatory mixed-methods design, incorporating quantitative surveys, qualitative interviews, and controlled teaching tests.
What does the main body of the work address?
The body of the work covers the literature review, detailed methodology, the presentation of survey and interview results, and statistical interpretations of student performance.
Which keywords characterize this work?
Key terms include Mother Tongue, Multilingualism, EFL, Translanguaging, Sociolinguistics, Language Policy, and DRC.
Why is the "perfect mother tongue" concept significant for this study?
The study argues that identifying a student's most proficient and emotional language ("perfect mother tongue") is essential for establishing a bridge that facilitates the learning of a foreign language like English.
What conclusion is drawn regarding monolingual versus multilingual teaching?
Statistical analysis shows that the multilingual approach is superior, as it reduces learner anxiety and bridges the gap between existing knowledge and new English grammar concepts.
- Quote paper
- Claude Malekani (Author), 2024, Using Mother Tongues In The Learning And Teaching of English As A Foreign Language, Munich, GRIN Verlag, https://www.grin.com/document/1621078
