Using Learners ’ Home Language in Teaching English at the Secondary Level in West Odisha

Direct method, where the learners ’ L1 was treated as a hindrance in L2 learning, was the best method in 1970s. However, theories of bilingual education advocate the use of L1 in teaching English. But these theories seem to have neglected the existence of multiple non-standard languages under a language. This study intends to examine the effects of adopting local dialects and culture in teaching English to indigenous speakers. The study assumed that Sambalpuri dialect speaking learners face comprehension problems as their home language is neglected in classroom and it focuses on learning difficulties arising out of it. This study hypothesized that the use of learners ’ home language and forms of culture may help them develop reading skills in English. The study attempts to find out how far multilingual education would be effective for the target group. Thirty three regional medium learners are taken as the sample of the study. Questionnaires, interviews, reading comprehension tests are used as tools. The tests are intended to see the difference between the impacts of using local and standard dialect in reading comprehension in English. Analysis shows that learners benefit if their home language is used as a resource in teaching English.