This book is an investigation into the contribution of bilingualism
to learning English as a foreign language; it proves that the
limited and judicious use of mother tongue in EFL classroom does
not reduce students' communicative ability but can assist in
teaching learning process. It proposes an explanation for this,
based on the historical development of bilingualism over time that
has remained the dominant practice in English language classes in
developing countries. Moreover, it seeks to understand whether
teachers and the learners who do have another language draw on it
in ways relevant to the teaching of English, and to suggest reasons
why learners' and teachers' languages are disregarded in the
teaching and learning process. In doing so, the book draws on key
bodies of literature in bilingualism, second language acquisition
and critical studies in an attempt to provide a framework for
research.
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