Support For The Monolingual Approach

2.4. Support for the Monolingual Approach

There are some solid supports for the Monolingual Approach to teaching in the literature and advocates usually provide their supports around 3 claims: First, the learning of an L2 ought to display the learning of an L1. Second, fruitful learning includes the separation and distinction of L1 and L2. Third, students ought to be demonstrated the significance of the L2 through its constant use (Cook, 2001, p412).

As indicated by Cook 2001, (who is not a Monolingual Approach advocate) these are some of the basic principles of the Monolingual Approach.

While the research may not be totally persuading, it is viewed likely that L2 learning is similar to L1 acquisition, which vitally, depend on the notion

They believe that the first and second languages should be distinct and separate. On the other hand, advocates of the Bilingual Approach may discuss that to make the distinction between first language and the target language, clarifications in L1 are inevitable, in light of the fact that instructing grammar is so complex, that without the utilization of mother tongue, there would be little or no understanding on the students’ part, particularly at lower levels. This is not valid as indicated by others, who announce that entirely various grammatical points can be taught in the target language, particularly through the utilization of physical or visual presentations (Pachler and Field, 2001,

English-only advocates additionally argue that using L1 in the classroom is not in line with SLA theories, which defend modified input and discussion in L2 as a means of learning (Polio, 1994, p156). Ironically, negotiations of meaning and trial and error often result in what has been named an ‘interlanguage’, where a combination of L1 and L2 is used to communicate and set up the right method of communicating in the L2 (Weschler, 1997, p2).

An area in which there is strong support for a Monolingual Approach is the multilingual classroom. Unless the teacher is able of speaking all the respective L1s in the classroom, there would appear to be no advantage of L1 use (Hawks, 2001, p49) and indeed it would most likely prevent learning.

2.5. Support for the Bilingual