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Introduction
When considering the teacher’s use of L1 (the students’ native language) in ELT (English Language Teaching), one of the first assumptions is that the teacher has sufficient mastery of L1 students to be valuable in the first square. Another assumption that may well affect this scenario is that all students in a class or group have the same L1. While these assumptions can often be the case in many EFL (English as a Foreign Language) teaching / learning settings, many times they are not. In the case of multicultural classes (i.e. in the US, UK, Australia, Canada, India, etc.) where students have different L1s, or when the teacher does not have a working knowledge of L1 students, a In Asia, Africa and Eastern Europe, the applied use of L1 in the EFL classroom is very limited or may become practically impossible.
Using L1 in the classroom
In my case, I will talk about the cases where I actually use L1 students in my ESL classes. I have acquired a working knowledge of Spanish and all my university and independent students have Spanish as their L1. Although I am against any substantial use of L1 in ESOL classes (teaching English to speakers of other languages), there are situations where its use is quite valuable. Also, at the initial levels, a ratio of about 5% of the mother tongue to about 95% of the target language may be more cost effective than using “English only”. (Atkinson, 1987) On the first day of class with a new group, I explain to the students that they can ask “How do you say ______, in Spanish?” where the word or phrase in Spanish (L1) is completed in the blank. This allows students to gain key vocabulary in their written or spoken expression while limiting the use of L1 in class.
When students are perplexed by abstract lexicon, a word or phrase that cannot be easily obtained during the course of a lesson, I will simply “give them” the Spanish word to help continue the smooth flow of the lesson and not Get “bogged down” when trying to find the elusive lexicon by other means. When a student gives me a production of incomprehensible language, that is, I (nor the other students) cannot decipher what the student is trying to say in English, I will say “Tell me that in Spanish.” Armed with this new understanding, I (or one of the other students) can provide that student with corrected and understandable forms that might otherwise elude both of us (or even all of us).
During a written test, I will also “give” students a word or phrase by writing it on the board in English and / or Spanish to avoid a major disruption to the test-taking process. Since I don’t prepare for exams, new vocabulary can be introduced into readings, instructions, or exercises. When a student, and as additional students, asks for the meaning or explanation of the word (s), I will simply point to the lexicon on the board without speaking.
By playing communicative vocabulary games, TPR (Asher, 1966 and passim), or “fast paced” games such as a student favorite called “STOP”, I will again provide a translation of the new lexicon to help develop the vocabulary of the students. These can be the lexicon of places, English / Spanish names, foods, animals or some verbs or the use of L1 in various code change activities. (Clandfield – Foord, 2003) This happens especially when I need to explain why a particular word is wrong or cannot be used.
Using L1 with LEP Students
An additional case when I switch to Spanish is when I must speak with LEP (Limited English Proficient) students about important administrative matters or procedures for which they do not have the necessary depth of vocabulary to understand. The importance of the material and your need to understand it outweigh the adherence to sticking to “English only,” which is my “standard operating procedure” in the classroom. This is especially true in my case with groups of students with less than 250 contact hours of English, which is equivalent to the third semester or less. Note: Atkinson (1987 and passim) claims 150 hours or less (second semester) for this stage, although I have found that it is often extended to an additional semester.
Sometimes students will bring a song or lyrics, usually rock or pop music, and ask the meaning of a word, phrase, expression, or sometimes even the title. By providing the requested explanation (when I can), I use Spanish comparisons and / or translations as often as necessary. The same can be true of popular movie dialogue, movies, and videos produced for native English speakers. On rare occasions, a cassette recording of a radio broadcast or a book on tape has reached my classroom for the same reasons.
A final common example in my use of L1 in the classroom is with students in “repeat” or “make-up” classes of LEP students. Since these students have already shown that the “traditional” teaching methods provided in their textbooks are insufficient to teach them the material. All of these students have failed the course at this level at least once, some two or more. Subsequently I use a series of alternative methodologies that include translation and other types of input / comments in the students’ L1 to help in the learning and acquisition process. In fact, these methods have proven to be very successful. One reason may be that the use of specially targeted methodologies and modified classroom conditions help reduce students’ affective filters (Krashen-Terrell, 1983) and direct new material and lexicon toward them in ways more compatible with their intelligences. multiple singles and their preferred learning. styles (Gardner, 1983).
Conclusions.
In conclusion, I have said that my use of L1 in the English as a foreign language classroom is minimal and should not exceed a ratio of more than 5% of L1 to 95% of the target language. Key EFL classroom situations in which L1 can be used include:
or requesting new lexicon
or explain abstract terms
or to assist in the generation of comprehensible inputs / production
or during tests and other high-stress situations
or keep the flow of dynamic activities
or to explain idioms and expressions in songs, movies and videos
o give information / instructions to LEP students
or in adapting materials to the special needs of students
While students’ use of L1 should be strictly controlled, it is plausible to make precise use of it in activities to promote learning and acquisition. Ongoing research on language acquisition and classroom practice supports that the use of L1 should not be prohibited on its own, but should be allowed occasionally as an additional tool in the repertoire of teacher and students, as conditions require .
Note: The academic references for this article are available upon request.
