Current use of the L1 in the L2 classroom
L2 pedagogy has advanced beyond the
days when students were passive participants
and teachers the sole directors of the language
learning process. Teaching methods today consider
materials and activities that are relevant
to students and take their needs and learning
styles into account in order to achieve higher
motivation. Therefore, regarding the use of
the L1 in the L2 classroom, it is important to
find out how students themselves feel about it.
Schweers (1999) conducted research into this
question and found that most students from
three English classes felt that the L1 should
be used in the classroom, while all 19 of the
teachers reported using the L1 in class on
limited occasions. Both students and teachers
chose “Explaining difficult concepts” as the
main reason to use the L1 (Schweers 1999, 8).
Other instances when the use of the L1 may be
useful include (1) explaining the meanings of
unfamiliar words and expressions, (2) clearing
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30 2006 N UMBER 4 | E NGLISH T EACHING F ORUM
up difficult grammatical issues, (3) teaching
pronunciation, (4) explaining reading strategies,
and (5) giving instructions for tasks.
These examples reveal the L1’s potential to
strengthen L2 acquisition by making it more
meaningful and communicative. For example,
a definition of a word or an explanation of
a task that is given in the L1 might be more
effective than an L2 definition or explanation,
reducing the waste of precious class time and
ensuring that everyone understands, especially
lower-level students.
Periodically, a problem arises when a student
is not able to formulate an answer in the L2.
To solve this problem, Nuttall (1982, 131)
suggests that teachers should accept answers
in the L1, and he asks: “Why should we not
accept responses in the language that will most
clearly show us whether they [the students]
have understood or where their problems lie?”
In my own classes, I have observed many cases
of code-switching when I asked students to give
short answers orally, and I have also observed
that students performed better when they were
asked to use their L1 to summarize an L2 text.
Because so many learners successfully use the
L1 to circumvent communication breakdowns,
“we would do well to remember that the first
language can be a facilitating factor and not just
an interfering factor” (Brown 2000, 68).
Current use of the L1 in the L2 classroom L2 pedagogy has advanced beyond thedays when students were passive participantsand teachers the sole directors of the languagelearning process. Teaching methods today considermaterials and activities that are relevantto students and take their needs and learningstyles into account in order to achieve highermotivation. Therefore, regarding the use ofthe L1 in the L2 classroom, it is important tofind out how students themselves feel about it.Schweers (1999) conducted research into thisquestion and found that most students fromthree English classes felt that the L1 shouldbe used in the classroom, while all 19 of theteachers reported using the L1 in class onlimited occasions. Both students and teacherschose “Explaining difficult concepts” as themain reason to use the L1 (Schweers 1999, 8).Other instances when the use of the L1 may beuseful include (1) explaining the meanings ofunfamiliar words and expressions, (2) clearing06-0004 ETF_28_33_CX.indd 29 6-0004 ETF_28_33_CX.indd 298/17/06 7:56:12 AM /17/06 7:56:12 AM30 2006 N UMBER 4 | E NGLISH T EACHING F ORUMup difficult grammatical issues, (3) teachingpronunciation, (4) explaining reading strategies,and (5) giving instructions for tasks.These examples reveal the L1’s potential tostrengthen L2 acquisition by making it moremeaningful and communicative. For example,a definition of a word or an explanation ofa task that is given in the L1 might be moreeffective than an L2 definition or explanation,reducing the waste of precious class time andensuring that everyone understands, especiallylower-level students. Periodically, a problem arises when a studentis not able to formulate an answer in the L2.To solve this problem, Nuttall (1982, 131)suggests that teachers should accept answersin the L1, and he asks: “Why should we notaccept responses in the language that will mostclearly show us whether they [the students]have understood or where their problems lie?”In my own classes, I have observed many casesof code-switching when I asked students to giveshort answers orally, and I have also observedthat students performed better when they wereasked to use their L1 to summarize an L2 text.Because so many learners successfully use theL1 to circumvent communication breakdowns,“we would do well to remember that the firstlanguage can be a facilitating factor and not justan interfering factor” (Brown 2000, 68).
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