Introduction
When we talk about learning or teaching a language, it’s important to understand that not all languages hold the same status for the people who use them. The terms “mother tongue,” “foreign language,” “second language,” “non-native language,” or “host language” describe different relationships between the speaker and the language. These concepts have practical implications for how languages are taught and learned. In this article, we’ll explore what they mean and how they influence teaching methodologies, with a focus on the context of European Portuguese.
Mother Tongue: The First Language
The mother tongue is usually the first language a person learns, typically from birth, in the family environment. It is acquired naturally through interaction with the surrounding environment, without the need for formal teaching. The mother tongue is deeply connected to personal identity, culture, and cognitive development.
In terms of learning, the mother tongue develops through continuous exposure, spontaneous use, and social interaction.
Formal education in the mother tongue (as in schools) focuses more on the standard norm, writing, reading, and grammatical reflection.
Foreign Language: A New Code
A foreign language is one that is not spoken in the learner’s immediate environment. It is typically learned in school contexts through formal instruction. For example, for a German student studying Portuguese in Berlin, Portuguese is a foreign language.
In this case, contact with the language is limited and mediated by textbooks, teachers, and occasionally media or travel.
Teaching methodologies tend to be more structured and grammar-oriented, with an emphasis on comprehension and controlled production.
Second Language: A New Language in the Same Space
Different from a foreign language, a second language is learned in a context where the language is spoken daily. For example, a Chinese child who emigrates to Portugal and learns Portuguese to integrate into school is learning Portuguese as a second language.
Here, exposure to the language is constant and authentic. Learning happens through social interaction but can also be supported by specific pedagogical interventions. The methodological focus tends to be communicative, emphasizing functionality and contextual understanding.
Non-Native Language: A Broad Category
The term “non-native language” is more generic and refers to any language that is not the speaker’s first. It can include both foreign and second languages. It is often used in educational contexts to distinguish native from non-native learners.
In these cases, methodologies vary according to the level of proficiency, communicative goals, and institutional context. Sometimes, materials must be adapted, lexical load reduced, or more contextualized activities promoted.
Host Language: A Bridge to Integration
The host language is the language of the receiving country, learned by immigrants with the goal of integrating socially, culturally, and professionally. In Portugal, Portuguese can be a host language for refugees, immigrants, or asylum seekers.
Teaching the host language should be highly functional, focused on real-life situations such as going to the doctor, using public transport, or filling out forms. Methodologies prioritize communicative competence, intercultural mediation, and the development of linguistic autonomy.
Multilingualism and Linguistic Identity
In an increasingly globalized world, many people grow up with more than one language from an early age. Multilingualism may involve two or more mother tongues or a mother tongue alongside a second or third language. This linguistic diversity influences how speakers identify culturally and also affects how they learn new languages.
Linguistic identity is fluid and can change over time. A child who begins life speaking Ukrainian but grows up and studies in Portugal may come to feel more comfortable in Portuguese and identify it as their dominant language.
Challenges and Opportunities for Teachers
For teachers, understanding these differences is not just a technical matter but also a pedagogical and human one. Working with linguistically diverse classrooms requires flexibility, empathy, and specific training. It is essential to create an environment where all languages and cultures are valued, even if the main goal is mastering a common language.
Training for teachers of Portuguese as a non-native language has evolved significantly in Portugal, with programs aimed at teaching Portuguese as a foreign language, second language, and host language. This specialization is vital to meet the real needs of an increasingly diverse population.
Teaching Methodologies: A Strategy for Each Context
Each type of relationship with a language requires different pedagogical approaches. In mother tongue teaching, the focus is normative and reflective; in foreign language teaching, it is structured and gradual; in second language teaching, it is communicative and contextual; and in host language teaching, it is functional and pragmatic.
It is crucial that the teacher understands the students’ linguistic and cultural profiles to choose the most suitable materials and strategies. Communicative approaches work well in immersive contexts, while lexical approaches may be more useful in accelerated learning settings.
Conclusion
Understanding the difference between mother tongue, foreign language, second language, non-native language, or host language is essential for planning and implementing effective language learning. Each type of language presents specific challenges and opportunities that must be considered when choosing methodologies and creating inclusive learning environments. In an increasingly multilingual and multicultural world, awareness of these differences is a powerful tool for teachers, learners, and communities alike.