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A first language (L1), native language, native tongue, or mother tongue is the first language a person has been exposed to from birth [1] or within the critical period. In some countries, the term native language or mother tongue refers to the language of one's ethnic group rather than the individual's actual first language. Generally, to state ...
The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression; words and phrases; idioms and meanings; and rules and performances through the teachers' body and mental skills, avoiding involvement of the learners' mother tongue.
Over a thousand known languages were spoken by various peoples in North and South America prior to their first contact with Europeans. These encounters occurred between the beginning of the 11th century (with the Nordic settlement of Greenland and failed efforts in Newfoundland and Labrador) and the end of the 15th century (the voyages of Christopher Columbus).
While "mother tongue" typically correlates to the first language (L1) overseas, in Singapore, the Ministry of Education refers to it as the "ethnic language" or the second language (L2). [36] Singapore's language planning is known as exogenous planning, whereby a foreign language takes on the role as the main language of communication against ...
The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language: a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress ...
In some countries or cultures which determine a person's mother tongue by the ethnic group they belong to, a heritage language would be linked to the native language. [3] The term can also refer to the language of a person's family or community that the person does not speak or understand, but identifies with culturally. [4] [5]
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At NACA, teachers know they possess inherent power as Indigenous education practitioners. They make a difference in revitalizing Native languages through culturally sustaining practices. [52] The second case study was reported by Teresa McCarty at Puente de Hozho (PdH), that language has a different role for members of various cultural communities.