Monolingualism When Practised in a Multilingual Classroom Can Become a Source of Stress to Learners

Abstract

The ability to use language is unique from one individual to another. Learners, like many other people, use language to express their feelings, desires and thoughts, but most of all to learn. Classrooms normally consist of learners from different language backgrounds and, therefore, what is happening in the classroom in terms of language used for learning requires rethinking. Interaction in the classroom could maximise the outcomes of learning if the language issue is approached in a manner that confirms the importance of each learner’s language. This article explores the extent to which the use of a single code becomes a source of stress in a classroom that is multilingual. It argues that a multingual approach in the learning process can promote learner autonomy in the classroom. The multilingual approach I refer to in this article also affords learners the opportunity to realise the goals of learning and makes it possible for critical intercultural connections amongst learners.

DOI: 10.5901/mjss.2014.v5n9p627