Teaching Grammar Using Local Language: Breaking through the Barricades of Ideological

Hegemony in English Language Teaching (ELT)

Recognition of the fact that students come from different cultural and linguistic background is
essential to meaningful language learning and teaching. Respecting this truth is vital to improve
quality education and should not be taken for granted since language and culture is close interrelated.
Contemplating on the article and my own teaching context, the vision of the authors throws
light in situating local language in grammar teaching for an inclusive and equitable education.

History has taught us that local language was not considered in the development of
pedagogical material in L2 teaching. As a teacher, especially now that I am dealing with adult
education and multilingual context, it has taught me to exert considerable effort in the classroom to
combat the cumulative effects brought by the overlooking of this aspect throughout history for an
inclusive language education. The disregard for local language has caused disadvantage position
from those with different language and from those who are outside of the inner circle. It has excluded
learners who are in the poverty line and has amplified the gap among those with different ethnicity.
For instance, in my teaching context, the goal of teaching English is for the cadets to be able to meet
the ‘American’ standard of English and to be able to expose as much as possible to the language so,
there is the policy in EOP and the English as the Medium of Instruction. The institution somehow
treats the course like it is a package/ a commodity that needs to be attained. As a result, many
students who are from the regions are being laughed at when they are speaking in a manner that is
not accepted by the majority and worst, they do not want to participate anymore. This attitude towards
ignoring local language has created distinction and has deliberately exclude sensitivity to the identity
of the learners.

In addition, the enumeration of various reasons and benefits of using local language sets the
path for L2 language learners for equality in education. UNESCO (2016) pointed out that the use of a
learner’s mother tongue or their first language as the language of instruction has generated positive
impact in language learning. When the language grammar teaching is context related and particular
emphasis in first language is situated, literacy and learning becomes a provision to aid the needs of
the learners. Successful use of local language promotes cultural diversity, conceptual and ideational
thought formation and deeper understanding. For example, in one of my multicultural adult class in
composition, I know that most of my students based on their output is having trouble expressing
themselves and applying the correct grammatical form. When I was given the opportunity to review
them, I deliberately used the local language and the interaction and the result becomes better.
Moreover, they have clearly understood the meaning and the differences made once a word or a
tense is changed. This way of using local language has empowered the students and somehow level
the field for everybody. Regardless of one’s culture, educational or economic background, the use of
common language has equipped every one unlike using the target language which favors some. By
using the local language, the learning becomes accessible to the students, whether it is from the
teacher or from the pedagogical materials.

In conclusion, reading and reflecting on the article has made me realized that local language is
essential to language teaching. The use of local language can equip the learners in situations where
there is lack of capabilities necessary for language development. It effectively empowers the learners
to have access to resources that may be denied of them. As a language teacher, it is important to
learn from history and do the necessary steps to overcome the mindset that has pervaded in the
concept of language teaching. The use of local language strengthens and bridges the distance
brought by diversity in the classroom setting. Hence, the teacher should also learn to integrate, to
include and to be impartial.

References

Mahboob, A., Lin, A. M.Y. (2016). Using local languages in English language classroom. In., R.W. Renandya & H.P.
Widodo, (Eds.), English language today: Linking theory and practice (pp.13-24). Switzerland: Springer

UNESCO Institute for Life Long Learning (2016). Empowering through culture and language: Literacy in multilingual and
multicultural contexts. Retrieved from http://www.unesco.org/open-access/terms-use-ccbysa-en