Bilingual Method : Concept, Characteristics, History, Merits, Demerits, Activities

 

Bilingual Method : Concept, Characteristics, History, Merits, Demerits, Activities

                                    IITE B.ED. SEM-2 Pedagogy of English-L2 2.1                  

By. Dr. Alpeshkumar Nakrani 

Assistant Professor 

Smt. J. J. Kundalia Graduate Teachers’ College

Concept of Bilingual Approach

• This method believes that while learning the mother tongue, the child has already established the concept of so many objects and things in his mind. It is there fore useless repeating these concept again while teaching a foreign language. if he knows the concept of a word in his mother tongue, we should give him the mother tongue equivalent of a word of foreign language.
• The word bilingual is generally used to refer to the knowledge of two languages by the same individual. This method teaches us a foreign language with the help child's native language.
• The bilingual method makes use of the traditional three P’s: presentation, practice, production. The three P’s are the three main stages of any language lesson. First, you present material. Then you all practice together and students are expected to produce something with their new knowledge.
• The bilingual method advocates the use of the L1 in learning the L2. It’s distinct from the grammar-translation method in that it places a strong emphasis on oral language.
• The method is used where two language i.e., the mother tongue and target language are used. the mother tongue is used to achieve the target language.

Principle of Bilingual Approach

• The understanding of words and sentences in foreign language can be made easier by the use of mother tongue.
• There is no need to create artificial situations for explaining the meaning of words and sentences of the targeted language.
• Bilingual method is the combination of the Direct method and Grammar translation method.

History of Bilingual Approach

This method was developed by C.J. Dodson in the 1960s and 1970s. Dodson set out to make improvements to the audio-visual method (which has much in common with the direct method outlined above).

Characteristics of Bilingual Approach

• Permits the use of first language.
• Teacher is not required to make situations.
• Sentence is the unit of teaching.
• Intensive practice in sentence patterns.
• Restricted use of mother tongue.
• Emphasis on pronunciation
• Consideration for all skills.
• Word for word translation is not done in Bilingual Method.
• Mother tongue is used to explain the meanings of new words, phrases, idioms, sentences and grammatical points and rules.
• Learner comprehends grammar and vocabulary easily with L1. Time is saved.

Merits of Bilingual Approach

• The teacher can save time as the mother tongue is used. Right use of mother tongue by the teacher does not spoil the environment of teaching English. It just helps in teaching English better.
• An average teacher can use this method in class. This method is less costly as the use of teaching aids is minimum. Complex things can be easily explained in the mother tongue.
• Mother tongue acquisition rules are helpful in this method.
• The students are also able to understand English well.
• This method helps in developing fluency in spoken English.
• Bilingual Method also helps in giving proper training for different skills namely listening, speaking, reading and writing.
• It is economical as not audio visual aids are required.
• It used students knowledge of mother tongue.
• It reduces teachers work load of creating situations. 
• It ensures accuracy.

Demerits of Bilingual Approach

• It requires teachers well versed in both the languages.
• Frequent comparision and contrast with mother tongue may cause confusion. If the teacher fails to understand this method, there is a danger of making this method into translation method
• It may not create English atmosphere in the class.
• It can not be applied in multi linguistic group.
• Can lead to defective pronunciation.
• Danger of the bad habit of learning everything by filtering through mother tongue.
• It reduces students exposure to the target language.
• It ignores the fundamental aims of English language teaching.
• The use of mother tongue while teaching English language may spoil the continuity and fluency of the language.

Process/ Activities in Bilingual Approach

Basic sentences in the second language are spoken by the teacher and interpreted for imitation by the students. The students repeat or imitate them. The students are encouraged to speak without a stimulus from the teacher The student is not allowed to respond in his mother tongue. The stimulus and response, both can be held in the second language. A normal second language situation is created. In the last phase the students should be given exercises exclusively in the use of words and sentences learnt already in the second language.

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