Leveraging the Mother Tongue in Multifaceted English Language Education

Introduction

In the realm of English language education, language learning and instruction have undergone substantial change; integrating a wide range of approaches and viewpoints to address the intricate requirements of learners (Richards & Rodger, 2014). A key aspect to bear in mind is the significance of a learner's mother tongue in learning English. Notably, it integrates a variety of approaches and viewpoints to address the intricate requirements of learners within the domain of English language instruction. A vital aspect to bear in mind is the significance of a learner's native language in the process of learning English. Recent research emphasises the substantial benefits of leveraging the native language within the multifaceted landscape of English language education. This introductory section delves into the current understandings and methods of the integration of the mother tongue into English language learning, It also highlights the multifaceted impact of this practice, including its influence on linguistic development, cultural comprehension, and general scholastic efficacy.

Researchers and educators have long been overwhelmed by the dynamics of language acquisition which has led to a deeper look at the complex interaction between a learner's mother tongue and the learning of a second language. The mother tongue serves as a cognitive and linguistic foundation and is an important tool for learning languages as highlighted by Cummins (2019). Acknowledging this viewpoint, educators are reassessing traditional approaches to teaching languages by taking into account the ways in which including the mother tongue might promote more thorough language learning experiences. This idea is in line with a recent study by Baker & Prys Jones (2021) which supports the use of learners' varied linguistic origins in language instruction in order to promote a more inclusive approach.

The role of the mother tongue extends beyond a mere tool for comprehension; it serves as a channel for cultural connection and identity formation. García, and Li, (2014) point out that language and cultural identity are closely linked. Educators may foster an inclusive atmosphere that supports a range of cultural experiences by using the mother tongue in English language education. Additionally, in order to improve motivation and engagement in language learning, Cummins and Early (2010) stress the need of recognising and affirming a learner's cultural and linguistic history throughout the learning process.

In this setting, the importance of leveraging the mother tongue to scaffold learning is made clear. Research by Genesee and Lindholm-Leary (2018) indicates that using the mother tongue as a scaffolding tool strategically may help close understanding gaps and facilitate more seamless and successful transitions to learning English language abilities. This scaffolding approach aligns with Vygotsky's socio-cultural theory, which posits that building upon existing knowledge and linguistic frameworks facilitates new learning (Vygotsky, 1978). By strategically leveraging the mother tongue, educators can support the transfer of skills and concepts into the realm of English, nurturing a more robust language learning process.

Furthermore, new techniques for leveraging the mother tongue in English language education have been made possible by recent technological breakthroughs. Digital tools and apps, according to Song and Suh (2021), provide creative methods to include the mother tongue in language learning, enabling individualised and flexible learning experiences. This is a modern take on technology integration that fits with the way things are going these days, with digital resources playing a bigger role in instructional design.