Use of Pupils’ Mother Tongue in Malaysia ESL Classroom: Teachers’ Perspective

Abstract

This study explores the perspectives of secondary school teachers in Bintulu, Malaysia, regarding the use of pupils' mother tongue in English as a Second Language (ESL) classrooms. This research aims to understand when and why teachers incorporate their students' mother tongue or other languages in the teaching process, amidst the backdrop of Malaysia's emphasis on English proficiency through programs like the Dual Language Programme. This study explores how Malaysian ESL teachers perceive mother tongue use, crucial for effective, inclusive practices and policies in multilingual classrooms. A self-administered questionnaire was utilised to gather data from 47 English language teachers, focusing on their attitudes towards mother tongue use and the contexts in which it is employed. Findings reveal that a majority of teachers acknowledge the benefits of incorporating mother tongue, particularly for explaining complex concepts and enhancing student comprehension. However, a minority advocates for an English-only policy, emphasizing concerns related to language proficiency levels. This study underscores the importance of strategically utilising mother tongue to facilitate English learning while maintaining a focus on language development and classroom management. This research concludes with recommendations for broader participation across diverse educational settings and the inclusion of qualitative methods to deepen understanding of teacher perspectives.