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

Autor/in	Butzkamm, Wolfgang
Titel	Why Make Them Crawl if They Can Walk? Teaching with Mother Tongue Support
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 42 (2011) 3, S.379-391 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688211419830
Schlagwörter	Stellungnahme; Native Language; Language Role; Grammar; Second Language Learning; Mandarin Chinese; Second Language Instruction; Bilingualism; Figurative Language; Translation; Transfer of Training; Teaching Methods + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10