Why learners in a diverse classroom often lapse into their mother tongue?

Introduction:
In a diverse classroom, where learners come from different linguistic backgrounds, it is common for them to face difficulties in speaking and writing in English. They often revert to their mother tongue, and the correct answer to why this happens is option 'D' - they lack enough competence and the structures of the two languages are different.

Explanation:
Lack of Competence:
When learners are not proficient in English, they may find it challenging to express themselves fluently in the language. They may struggle with vocabulary, grammar, and sentence construction, which can hinder their ability to speak and write in English effectively.

Differences in Language Structures:
Each language has its own unique set of rules, grammar structures, and sentence formations. When learners are accustomed to their mother tongue, they may find it difficult to adapt to the different structures of the English language. This can result in errors and confusion when attempting to communicate in English.

Lack of Practice:
Another reason why learners may lapse into their mother tongue is the lack of regular practice in English. If learners do not have sufficient exposure to English outside the classroom or do not actively engage in activities that promote English language skills, they may struggle to develop fluency and confidence in the language.

Cultural and Emotional Factors:
Learners' attachment to their mother tongue can also be influenced by cultural and emotional factors. Language is closely tied to identity and personal connections. Learners may feel more comfortable and connected to their culture when using their mother tongue, leading them to rely on it as a means of communication.

Motivation:
While motivation is not listed as the correct answer, it is worth mentioning that learners' motivation to learn English can also impact their language use. If learners do not see the relevance or importance of English in their daily lives or future aspirations, they may lack the motivation to actively engage in language learning activities and instead rely on their mother tongue.

Conclusion:
In a diverse classroom, learners often lapse into their mother tongue due to a lack of competence in English and the differences in language structures between their mother tongue and English. Additionally, cultural and emotional factors can influence their language preferences. To support these learners, it is important to provide them with ample opportunities for English language practice, promote a positive learning environment, and foster motivation to learn and use English effectively.