Why Make Them Crawl If They Can Walk? Teaching with Mother Tongue Support

Abstract

The article addresses the long-standing issue over the role of the mother tongue in the foreign language classroom. In the first part it is argued that the mother tongue lays the cognitive foundations for all subsequent language learning. Double comprehension as the basic requirement for learning to take place is explained. The second part is practical. It focuses on two bilingual techniques, idiomatic translations for the clarification of grammatical functions, and mother tongue mirroring which makes grammatical forms transparent and shows their hidden logic. Examples are from various languages, but are especially drawn from Mandarin since non-related languages best illustrate the need for systematic mother tongue support.

Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

“…These linguists propose a new view on translation as an inevitable activity in the language learning process and in language use. One of the most prominent in this area are Guy Cook (2007;2009; and Wolfgang Butzkamm (2003;2011), but also Carreres (2006; and Gonzales-Davies (2014 Cook (2007Cook ( , 2010 often takes a global and wide perspective in saying that we live in multilingual societies where there is a constant need for switching, mediating and translating between people and various languages and therefore there is a need for including translation into the language classroom and teach the skills language learners will need in every aspect of their lives. Furthermore, if translation is connected to something that is relevant in the world outside the classroom, it could be motivating as well (Cook, 2007).…”

“…But Cook (2007) is cautious in saying that although learners might need translation skills, there seems to be no discussion or research about the benefits of translation for the acquisition of languages. Butzkamm (2003;2011) has a more concrete approach to TILT. He claims that foreign language structures should be taught through direct contrasting with the first language (Butzkamm, 2011).…”

“…Butzkamm (2003;2011) has a more concrete approach to TILT. He claims that foreign language structures should be taught through direct contrasting with the first language (Butzkamm, 2011). He even goes so far in saying: "the mother tongue is here not a stop-gap or a last resort, but a first resort.…”

Implementing Bilingual Pattern Practice

“…Butzkamm and Caldwell, 2009;Butzkamm, 2011;Hall and Cook, 2012). It also made clear the need for a closer cooperation between the teachers in the school where the course was taught: had the grammar syllabus been aligned with the speaking class syllabus, then the learners could have been given more opportunities for communicative practice of selected grammatical categories.…”

“…However, the former 'require the student to process meaning', the latter 'require conveying actual content unknown to the hearer' (DeKeyser, 1998: 50). An interesting combination of meaningful and communicative drills was proposed by Butzkamm andCaldwell (2009). They (2009: 124-130) developed a seven-step procedure which they refer to as semi-communicative bilingual drills.…”