Resource centre - Theory and issues - English only
Larry Lynch argues that there is a place for using learners' L1 in the second language classroom, as long as this use is strictly controlled.
In considering the use of L1 (the learners mother tongue) in ELT (English
Language Teaching) on the part of the teacher, one of the first assumptions is
that the teacher has a sufficient command of the students L1 to be of value in
the first place. Another assumption which may well impact this scenario is that
all the learners in a class or group have the same L1. While these assumptions
may often be the case in numerous EFL (English as a Foreign Language) teaching /
learning settings, many times they are not. In the case of multi-cultural
classes (i.e. in the USA, UK, Australia, Canada, India, etc.) where the learners
have different L1s, or when the teacher does not have a working knowledge of the
learners L1, a frequent occurrence in Asia, Africa and eastern Europe, applied
L1 use in the EFL classroom is severely limited or may be rendered virtually
impossible.
Use of L1 in the Classroom
In my case, I'll talk about those instances where I do in fact use the learners
L1 in my EFL classes. I have acquired a working knowledge of Spanish and all my
university and independent students have Spanish as their L1. Although I'm
against any substantial use of L1 in ESOL (the teaching of English to Speakers
of Other Languages) classes, there are situations where its use is quite
valuable. In addition, at early levels a ratio of about 5 per cent native
language to about 95 per cent target language may be more profitable than the
use of "English only". (Atkinson, 1987) On the first day of class with a new
group, I explain to the learners that they are allowed to ask "How do you say
______ , in Spanish?" where the Spanish (L1) word or phrase is filled in the
blank. This allows the students to get key vocabulary in their written or spoken
expression while limiting their use of L1 in class.
When learners are stumped for abstract lexis, a word or phrase which cannot be
easily elicited during the course of a lesson, I'll simply "give" them the word
in Spanish to aid in continuing with the smooth flow of the lesson and not get
"bogged down" in trying to come up with the elusive lexis by other means. When a
student gives me production of incomprehensible language, i.e., I (nor the other
learners) cannot decipher what the student is trying to say in English, I'll say
"Tell me that in Spanish." Armed with this new understanding I (or one of the
other learners) can then provide that learner with corrected, comprehensible
forms which otherwise might elude both (or even all) of us.
During a written exam, I’ll also "give" the learners a word or phrase writing it
on the board in English and / or Spanish to avoid extensive disruption of the
test-taking process. Since I do not prepare the exams, new lexis can creep into
readings, instructions or exercises. When a learner, and as additional learners,
ask for meaning or explanation of the word(s), I'll simply point to the lexis on
the board without speaking.
When playing communicative, TPR (Asher, 1966 and passim) or "fast-paced"
vocabulary games such as a learner favorite called "STOP", I'll again provide a
translation of new lexis to help develop the learners vocabulary. These could be
lexis of places, names in English / Spanish, foods, animals or some verbs or use
of the L1 in various code-switching activities. (Clandfield - Foord, 2003) This
happens especially frequently when I need to explain why a particular word is
incorrect or cannot be used.
L1 Use with LEP Learners
One additional instance when I switch to Spanish is when I must talk to LEP
(Limited English Proficiency) learners 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 their need to understand it
outweigh the adherence of sticking to "English only" which is my "standard
operating procedure" in the classroom. This is especially true in my case with
groups of learners with less than about 250 contact hours of English which is
equivalent to third semester or less. Note: Atkinson (1987 and passim) states
150 hours or less (second semester) for this stage although I have found it
often extends into an additional semester.
On occasion, students will bring in a song or lyrics, usually Rock or Pop music,
and ask the meaning of a word, phrase, expression or sometimes even the title.
In providing the requested explanation (when I can), I use comparisons and / or
translations into Spanish as often as is necessary. The same may occur with
dialogue from popular films, movies and videos produced for native speakers of
English. In rare instances, a cassette recording of a radio broadcast or
book-on-tape has made its way into my classroom for the same reasons.
A final common instance in my use of L1 in the classroom is with learners in
"repeat" or "remedial" classes of LEP learners. Since these learners have
already demonstrated that the "traditional" teaching methods provided for in
their course books is insufficient in teaching them the material. All these
learners have failed the course at this level at least once, some twice or more.
I subsequently use a series of alternative methodologies including translation
and other types of input / feedback in the learners L1 to aid in the learning -
acquisition process. These methods have, in fact, proved to be very successful.
One reason may be that use of specially-targeted methodologies and altered
classroom conditions help to lower the learners Affective Filters (Krashen -
Terrell, 1983) and direct the new material and lexis to them in ways more
compatible with their individual Multiple Intelligences and preferred learning
styles (Gardner, 1983).
In conclusion I have stated that my use of L1 in the EFL classroom is minimal
and should not exceed a ratio of more than 5% of the L1 to 95% of the target
language. Key EFL classroom situations in which L1 can be utilized include:
requesting new lexis
explaining abstract terms
to aid in the generation of comprehensible input / production
during exams and other high-stress situations
to maintain the flow of dynamic activities
to explain idioms and expressions in songs, movies and videos
giving information / instructions to LEP learners
in adapting materials to the special needs of the learners
While the use of the learners L1 should be strictly controlled, it is plausible
to make accurate use of it in activities to promote learning and acquisition.
Ongoing language acquisition research and in-class practice supports that use of
L1 should not be prohibited for its own sake, but allowed occasionally as an
additional tool in the repertoire of the teacher and the learners as conditions
warrant.
Note: Academic references for this article are available on request.
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A very interesting article,
and while I agree for the most part with the content, I do have one critique:
the author used the word "learners" as a possessive plural at least three times
but omitted the apostrophe that goes at the end of the word to show that it's
possessive (should be " learners' "). Sorry to be picky -- I did think the
article was useful. I just think that those of us who teach English ought to use
it correctly.
Everyone must be allowed to
speak their own language. They find safety in it as well as being able to feel
at home with the nuances and connotations of their own language. This "English
only" is part and parcel of what is implied in English culture.... "we know what
is best for you foreigners". I know from long experience that just as most
Chinese will long to eat rice they also long to speak their own native language
as if it is necessary for their inner soul. The same with subtitles on DVDs. Let
them choose what subtitles they want to begin with.
I like this article. It has
raised some important facts which ELT professionals face everyday. I am working
in Bangladesh in a university. I also have some similar and different
experiences.
Excellent! This article
clearly clarifies some of my doubts on when to use L1 in my classes. In my
opinion, we should take these hints into account for future courses. Thanks!
Yes, indeed. A great
article and relevant! Some 40 years of teaching endorse, fully, the article! To
teach that which is unknown it is best to begin where "that" is understandable!
Exactly the kind of article
I was looking for to clarify certain doubts which I and many other professionals
have in this area. Thank you!
Interesting article, but I
was surprised that you give learners words or phrases to help them during
written exams. Surely this gives them an unfair advantage over other students
sitting the same exam!
I agree on the point that
learning the mother tongue of the learners is a great help in teaching EFL
especially in giving instructions. That will make them comfortable conversing
with the teacher even using the target language.
That's right. We need to
use L1 in the classroom, especially when teaching grammar. Students think that
we don't use present perfect in Arabic. When I give them some examples in Arabic
they fully understand it. They say "thanks, now we understand!
For children, the National
Institute of Health (USA) recommends mostly L1 until finally reaching a 50:50
ratio around age 12.
It is an excellent article
that makes us familiar with the practical problems that a teacher faces in a
classroom and that can be overcome by the teacher's own common sense. I
appreciate L1' use in the classroom but too much dependence on it will cause
chaos in our smooth path of learning a language. I teach at AMU and have
experienced it.
This is a very insteresting
topic. I am also interested in knowing how we can make learners notice forms in
a second language. Thank you.
It was indeed a very useful
and enlightening article. As a teacher in Malaysia which has 3 main communities
speaking various mother tongues, I have always been faced with the decision of
whether to resort to mother tongue translation when explaining things in
English. Though I feel it does aid in learning, I think we should not make a
habit of it as learners may become dependent on translation.
I taught ESL intro, and
advanced ESL for one semester each in an enforced English only environment, and
took an EFL course in Europe. My experience is that instructions are best done
in L1, and since the advanced course was a polyglot having a dictionary from
every language was invaluable.
Very interesting and
educational as well! As a teacher of English, I've worked in various places with
different opinions about this important topic. However, this article is really
useful because I constantly put the author's ideas into practice, and I've been
criticised for that more than once... now I feel confident that I'm on the right
track! Thanks a million!
Here in Thailand, ESL
teaching where L1 is officially banned is pushed by the govt. and the industry
as the only proper way to teach this subject because far less than 1% of English
teachers have a good command of L1 (so the industry criticizes what it can't
supply) and Thai governments (for political reasons) don't actually provide a
modern education, only schooling in what to think rather than how to think.
However, I have persevered with EFL methods because, for many of the reasons
cited above, they are far more effective and classes are far more enjoyable.
Sadly, at present perhaps only one percent of students here who complete 12
years of govt. schooling have sufficient basic English communication skills to
confidently approach English speakers. Of course, the industry's well paid
apologists and govt. propagandists will try to convince you otherwise, but the
truth is abundantly clear to all who wish to see.
Mark's comment quote:
"For children, the National Institute of Health (USA) recommends mostly L1 until
finally reaching a 50:50 ratio around age 12." unquote probably explains why US
(and UK) kids tend to do so badly at foreign languages compared to the Dutch,
Danes, Greeks etc... exposure to TV and other media in the target language is
obviously also another relevant factor.
I just have to say that
this article is great. It is really helpful for those who are currently teaching
English as a foreign language in a Spanish majority country. In this moment I'm
working on a research project about the use of L1 in an advanced English class
of a ELT (English language teaching) program in Bucaramanga, Colombia; I'd
really like to use this article as a reference in my framework but I need the
references in order to be able to quote some of the ideas presented. If somebody
knows how to get them I'd really appreciate it if you could email them to
me...thanks!
I agree completely with
what is mentioned in the article. I am a teacher trainer and the teacher
trainees I supervised when they are doing their practicum training constantly
use L1 in teaching English in Malaysian public schools. Here, English is the
second language but the trainees as well as the students they teach frequently
fall back to L1 in several of the instances that you mentioned in your article.
I'd really appreciate if you can recommend some references on this topic as I am
thinking of conducting a research on the use of L1. Thank you.
I think that the use of L1
in an EFL context is a big issue that raised debatable questions among scholars
and researchers all over the world. I say that using L1 in teaching English is
relevant in some cases and not in others. It can be used to facilitate the
learning process and make learners understand things easily, but it causes
interference and slows fluency.
I really liked the article.
It is exactly what I was looking for. It really clarifies some points for me.
At the present moment I am working on an article about the role of L1 on L2 in
EFL classes in IOE(London) and I am looking for more references. If any one can
help me please let me know. Thanks very much
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