Part I.pdf - MTB-MLE Network

written language is a goal, it is useful if the content and nature of a text corresponds to somethingthe reader already knows (Smith ibid.).This approach also takes the position that in the process of learning to read, learners make senseof the text. As meaning is essential in reading, it is naturally easier to learn to read in a languagethat the learner understands (i.e. the first or the home language of the learner). Furthermore, readingtheories show that people learn to read only once. Thus, after being able to read in one language,the learner can read, in general, and the reading skill usually transfers to other languages that theperson speaks.Benefits of mother tongue and bilingual education for linguisticminoritiesSufficient international research on bilingual education exists to provide a rational and crediblebasis for use of the child’s home language in bilingual education. Generally, research shows thatthe mother tongue is an essential foundation for all learning. Therefore, it is important that allchildren – including ethnolinguistic minorities – can use their mother tongue when they enter schoolfor the first time. Learning through the mother tongue helps children learn about the nature oflanguage, itself, as well as about how to use language to make sense of the world.At the same time, acquiring proficiency in the national language is also essential for linguisticminorities. Proficiency in the national language broadens the learner’s communication outside theimmediate community and provides greater opportunities for further education and future employment.The main question is how this can best be done. In an ideal situation, ethnic minority childrenshould have an opportunity to receive bilingual education that is based on literacy in their homelanguage and also provides for second language instruction to develop competence in the nationallanguage.The findings of international research show that bilingual education starting in the learners’ mothertongue can provide many pedagogical advantages. Comprehensive reviews on these issues can befound, for example, in Baker (2001), Baker & Hornberger (2001), Cummins (2000), CAL (2001),Dutcher & Tucker (1996) and Skutnabb-Kangas (2000). There are many other good studies discussingvarious related issues (Cenoz & Genesee 1998; Cummins 1989, 1992; Dolson & Mayer 1992; Greene1997; Hakuta 1986; Krashen 1996, 2000; Lindholm-Leary 2001; May 1999; Moll 1992; Ramírez,Pasta, Yuen, Ramey & Billings 1991; Slavin & Cheung 2003; Thomas & Collier 1997, 2002;Wong Fillmore 1991). A brief summary of key points from international research findings is providedbelow.• Learning in L1 does not hinder learning of L2Using the mother tongue as the medium of instruction does not slow down the learningof the second language (e.g. the national language or an international language).• Learning in L1 helps learning of L2When the mother tongue is used to teach the subject matter and beginning literacy, studentsgain knowledge they comprehend. This knowledge helps students better comprehendand learn the second language, particularly the subject matter with which they are already90