Monolinguals VS. Bilinguals for Teaching English

Abstract

The purpose of this article is to present monolinguals vs. bilinguals for teaching English. Aside from supporting the view that second learners’ first language plays a supportive role in the learning of second language, the findings of this study suggests that more should be done by all the stakeholders to strengthen the learning of bilinguals’ first language. The family language policy which weakens the learning and use of first language should be discarded because a weak foundation in their wards’ first language will make mastery of L2 skills difficult. Whereas, a strong foundation in the first language enables second language learners to transfer their knowledge and skills across languages especially to the L2. It has been claimed that languages nurture one another when the educational environment permits children access to various languages. It says that when children are learning through a minority language (L1) they are not only learning this language in a narrow sense they are learning concepts and intellectual skills that are equally relevant to their ability to function in the majority language (L2). The advice that parents should establish a strong home language policy and provide ample opportunities for children to expand the function for which they use the L1 is not appropriate but must the seconded by creating an additive bilingualism situation where the first culture continues to be valued while the second language is added; this is contrary to the subtractive bilingualism situation where the second language is added at the expense of the first language culture. An understanding of the distinction between additive and subtractive bilingualism should arm language teachers with methods and measures that will ensure that the learning/acquisition of a second language does not lead to any loss or weakening of the first language. That may demand for programmes/activities that would help learners to recognize, value, develop and use their first language thereby ensuring the development of the second language. This would avert edging out the first language from the classroom and school environments.