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
- DEDICATION
- ACKNOWLEDGEMENTS
- LIST OF ABBREVIATIONS AND ACRONYMS
- LIST OF TABLES
- 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.1.1.Terms related to languages
- 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.2.2.1. In Pre-Colonial Period
- 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.
- I.1.Definitions of some key concepts.
- CHAPTER TWO: METHODOLOGY
- II.1.Population and sampling methods
- II.1.1. Population(participants)
- 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
- III.2.1Survey data identification variables
- II.1.Population and sampling methods
- CHAPTER THREE: RESULTS
- 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
- Figure 12 . Languages of preference follow classes
- III.2.2.10Languages preferred to follow sermons in church
- Figure 13. Languages of preference to follow sermon in church
- III.2.2.11Languages preferred to follow english classes
- Figure 14.Languages 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.3.1Interview data identification variables
- 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. 11 Languages of easy understanding
- 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
Objectives & Thematic Focus
This dissertation aims to demonstrate the positive impact of integrating mother tongues in teaching English as a foreign language, specifically within a classroom setting for Congolese students. The research addresses whether a multilingual approach, compared to a monolingual one, yields better learning outcomes and is suitable for participants.
- Exploring the benefits of multilingual approaches in English as a Foreign Language (EFL) instruction.
- Investigating the sociolinguistic context of language use in the Democratic Republic of Congo (DRC).
- Identifying the "perfect mother tongue" of participants in a multilingual environment.
- Comparing learner performance in monolingual versus multilingual English teaching methods.
- Proposing a multilingual teaching strategy suitable for EFL classrooms in the DRC.
- Applying theories of translanguaging, multilingualism, and classical test theory to analyze language learning.
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.
The terms mother tongues, first languages, or native languages are all used to describe the language(s) that a person has known since birth or is most comfortable with. These terms are used because each person has his own language history.
UNESCO’s definition obviously includes two elements, a chronological one and a competence one. While the first is pretty natural and a straightforward one, as is the case for MTs in monolingual countries, the second element is more difficult to define, particularly in multilingual countries.
It is, for example, easy to define and consider French as the general MT of French men; it is not the case for defining the MT(s) of Congolese people, even of Bakongo, Baluba, Baswahili and Bangala people! UNESCO and other organizations have identified the first criterion as achievable, but the second criterion always leads to discussions about which language a multilingual speaker uses most often.
According to UNESCO (2003), the most effective way to teach a child is in their mother tongue. This is because their mind naturally processes information through familiar signs, making it easier for them to express themselves and understand concepts. Additionally, speaking their mother tongue helps a child feel connected and recognized within their community. Learning in their mother tongue also allows a child to acquire knowledge faster compared to learning in a foreign language. For example, they can grasp a subject much more quickly when it is taught in their own language.
Online dictionaries define "mother tongue" or "first language" (L1) as the language a person learns from birth. It is also referred to as a dominant language, home language, or native language. Before, people used to call their mother tongue their homeland language.
Chapter Summaries
Introduction: This section outlines the research problem regarding the integration of mother tongues in EFL teaching, highlights the topic's innovation and relevance for Congolese students, and presents the research objectives, questions, and hypotheses. It also details the mixed-methods research design, the field of study in applied linguistics, and the theoretical frameworks guiding the dissertation.
Chapter One: Review of the Literature: This chapter defines key concepts related to languages, culture, teaching, and learning, such as Mother Tongue, multilingual education, and lingua franca. It thoroughly examines the complex sociolinguistic situation in the Democratic Republic of Congo, including its language policies before and after independence, and reviews previous studies on mother tongues and their use in EFL classrooms.
Chapter Two: Methodology: This chapter describes the research's methodological approach, covering the participant population and sampling methods from the University of Kinshasa. It details the various data sources used—quantitative surveys, qualitative interviews, and pre/post-tests—and explains the data collection instruments and methods employed for data interpretation.
Chapter Three: Results: This chapter presents the findings from the survey questionnaire, interviews, and both monolingual and multilingual teaching tests. It analyzes data on participants' gender, age, and language preferences in various social contexts, ultimately demonstrating a statistically significant positive impact of the multilingual teaching approach on English language learning.
Chapter Four: Recommendations: This chapter provides practical suggestions for the Congolese government, EFL teachers, and future researchers based on the study's findings. It emphasizes the importance of promoting African languages, implementing bilingual education, and integrating multilingual approaches in EFL classrooms to enhance learning outcomes and preserve cultural identity.
Conclusion: The conclusion summarizes that all three research hypotheses were validated, confirming French and Lingala as the primary mother tongues for participants and demonstrating the positive impact of a multilingual approach in EFL teaching. It reiterates the appropriateness of integrating mother tongues to leverage students' linguistic assets and improve academic performance.
Keywords
Mother tongue, English as a Foreign Language (EFL), Multilingualism, Translanguaging, Language teaching, Language learning, Democratic Republic of Congo (DRC), Sociolinguistics, Applied linguistics, Research methodology, Grammar, Language policy, Academic performance, Cross-cultural communication, Kinshasa
Frequently Asked Questions
What is this work fundamentally about?
This work fundamentally explores the positive impact of integrating mother tongues into the learning and teaching of English as a Foreign Language (EFL) for students in the Democratic Republic of Congo.
What are the central thematic areas?
The central thematic areas include multilingualism, translanguaging, language policy, the sociolinguistic situation of the DRC, and the effectiveness of different language teaching approaches (monolingual vs. multilingual) in EFL classrooms.
What is the primary objective or research question?
The primary objective is to demonstrate the positive impact of using mother tongues in EFL teaching, specifically by determining the perfect mother tongues of participants, assessing the difference in performance between monolingual and multilingual instruction, and suggesting an appropriate multilingual teaching approach.
Which scientific method is used?
The study employs a double sequential explanatory mixed-methods design, combining quantitative (survey questionnaires, tests) and qualitative (interviews) data collection and analysis.
What is covered in the main part?
The main part of the dissertation covers a comprehensive literature review on key linguistic concepts and the DRC's language situation, a detailed methodology section, the presentation and interpretation of survey, interview, and test results, and a chapter on recommendations.
What keywords characterize the work?
Key terms characterizing this work include Mother Tongue, EFL, Multilingualism, Translanguaging, Language Teaching, Democratic Republic of Congo, and Sociolinguistics.
How does the study define "Mother Tongue" in a multilingual context?
The study defines "mother tongue" based on UNESCO's criteria, acknowledging both chronological learning from birth and proficiency, but highlights the complexity of this definition in multilingual countries like the DRC where individuals may have multiple first languages.
What are the specific benefits of a multilingual approach identified for Congolese students?
The research identifies that a multilingual approach helps Congolese students understand abstract words, clarifies grammatical and pronunciation differences between L1 and L2, reduces anxiety, and leverages their cultural background, leading to better academic performance in EFL.
Which languages were identified as the "perfect mother tongues" for the participants?
Based on the survey and interview data, French and Lingala, either singly or in combination, emerged as the perfect mother tongues for the majority of the participants.
What are the recommendations for the Ministry of Education in the DRC regarding language policy?
Recommendations for the Ministry of Education include promoting linguistic patriotism by recognizing and integrating national languages (like Lingala and French) into various sectors, mandating bilingual education, and re-establishing a Language Observatory to develop a policy aligned with Congolese realities.
- 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
