Using Mother Tongues In The Learning And Teaching of English As A 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

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.