Should we allow students to use their home laguage in the class ?

Hi Asli,
In order to teach ss English,it is better not to use L1.
In many countries ss donot get much exposure to English.
If young learners get accustomed to their environment,it will be easy for them to acquire language.There are many ways in which we can exploit classroom environment as wellas environment outside of class.
Bilingualism is at issue here.
Let's hear from our esteemed colleagues.
I like your expreesion'home language'.
Thank you.
Anup

Hi Anup,
Thank you for sharing your ideas.I completely, agree with you about using just English in the class. Students should get accustomed to the target language as much as possible.It's got multi-funtional effects in log term. On the other hand, I have been hearing about usage of some home language makes pupils feel more comfortable and open to learning. I'm not sure yet, just in the phase of observing. I'd be very glad to exchange opinions with our colleagues too!
Thanks,
Asli

I have been nearly lynched for the expression of my opinion on this. :-)

1. "Never say never." Of course there are occasions when it makes sense for learners to speak their MT in the English language classroom.

BUT

2. I fervently believe (and have seen demonstrated again and again)
that classrooms where the motto is "English only spoken here" quickly generate an atmosphere and expectation that is thoroughly positive for communicative language learning. As soon as another language is spoken, the spell is broken and instead of striving for understanding the learners are likely to think: "I need not try. If I do not understand the teacher will explain in my mother tongue."

Dear Dennis,
lovely to see you again!!!
I agree with what you just said.
We have a thread in the forum I co-moderate I would love you to have a look at and hear what you think!
It's here:
http://iatefl.britishcouncil.org/2010/forum/my-job-make-myself-unnecessary
Best,
Silvia

hi all ... I agree with Dennis ... NEVER SAY NEVER .. it all depends ... I think using L1 can scaffold understanding and there is a time and place for it!

My tuppence worth, bfn, Wendy

This debate is always going on between teachers,and sometimes learners, and the popular opinion here in China is NO L1.(This view is mostly held by those who don't speak the L1.) I agree with the never say never approach, but I also have found L1 to be a useful tool. It has helped me at times in developing closer connections to the students; to explain abstract or confusing points; for discipline and knowing their language has helped me understand some problems they may have with the language and to prepare for it. If a student want to communicate with me, i wouldn't want them to not do it just because they don't know how to say it in English yet. I can always use this as an opportunity to teach things they want to no how to say. The "No L1" class can sometimes just result in a silent class.

I also take the approach that we are helping students become multilingual, languages can exist, and often do, beside each other, and in interaction with each other. The L2 only principle - particularly for EFL learners, is not only impractical but may not be achievable in the beginning stages of learning.

kris

Hi Kris,
YOU SOUND PRACTICAL.But initially for practical purposes of
carrying out communication Li may not be used in class.In order to form clearer ideas in regard to content and generate ideas ,centering on prose pieces/essays/short stories,L1 may may establish right kind of integration.
However,Irepeat,pupil-pupilinteraction in class and Teacher,not using MT will help ss develop fluency.Accuracy will come to fruition later on.
Thank you for your thoughtful comments.
Anup

hi there ... still agree with Dennis and Kris ... MT (L1) is very useful at the initial stages .... learners whatever stage should see language as interchangeable between L1 and L2 ... until the age of 10 I interspersed Spanish and English together and it helped me be bilingual ...

pupils will become fluent once they feel they can take risks and part of the risk taking is to dot new words in between their L1 ... this is completely normal and natural for bilinguals .... it is virtually impossible for them to go 100% L2 ... so why not let them mix and match at the beginning?

what do you think?

bfn, W

Hi to All,
In my other post, I said that I'll try using home language. .In three days, I have been trying using low percentage of pupils' home language.I have the idea that it might be helpful.
Best,
Asli

hi Asli ... it is VERY useful to use the Ss home language/L1/MT whatever you want to call it ... it is a form of scaffolding and as they become more confident you reduce it ...why make it a guessing game!

bfn, W

Oh good. It is Wendy, my good friend and colleague, who says using the home language in teaching the foreign language (English here) can be VERY useful (so I do not have to over careful and frightened of offending) and she goes on to ask: "Why make it a guessing game?". Well, Wendy and list, because guessing can lead to learning, being scaffolded can make learners dependent on being propped up.

I have experienced classes at different levels where "English only" was the guiding rule and results were excellent. In my own teaching when mother tongue items are used I sense a kind of lessening of productive tension - the interrupted attenpt to strive after meaning using the resources in one's own head.

Please note I am not saying that learners are forbidden to use their own language. I'd say the teacher should be virtually forbidden and should always, in all ways possible be encouraging learners to use the target language - and providing mother tongue support just does not do that.

LOL (lots of laughter) guessing can be fun but it can also be frustrating ... I'm not suggesting translating anything ... I kindof like the idea of code mixing intially e.g. Esto es a book/ It is very pesado ... kind of mix and match because this is scaffolding and not making the learner process soooooooooooo much ... I think this is probably especially helpful in younger years ...

what do you think?

bfn, W

Dear All,

Sorry to barge into your exchange of ideas, but I want to find out as much as possible about what people in the ELT profession think.

I am afraid I do not agree with what most of you say about the use of L1 in the classroom. Unfortunately I still have not found out how to send attachments, if a can, but I would like to question your belief that ELT should not use the L1 in the classroom esoecially if you are in a monolingual environment.

This is, as Rod Bolitho says, ( see quote below) something that comes from the Direct Method so if we insist on not allowing our students to use the Mother Tongue in the classroom we are certainly behind the times

Here go the details of an article by David Atkinson THE MOTHER TONGUE IN THE CLASSROOM : A NEGLECTED RESOURCE? DAVID ATKINSON ELTJ 41 4-1

In this article he elaborates on the reasons for usins L1 in the L2 classrrom.

There´s also an article worth reading by Rod Bolitho in ETP January 1998 Issue 6 which is called "LANGUAGE AWARENESS IN THE ENGLISH CLASSROOM" . Here´s a quote: " Add to this legacy of methods through the ages - the Grammar Translation method, for instance with its focus om ...or the Direct Method with its curious embargo on the mother tongue in the classroom..."

I am afraid, that at this stage of development of ELT and the body of research we have, we cannot continue to "place an embargo on the use of L1 in the classroom"

We are missing golden opportunities to: a. relate to our students and give them a "voice" i.e. give them the chance to express themselves; b. we are wasting valuablwe time repeating instructions for activities which they could read themselves and tell you in your mother tongue what they have to do; c. we´re wasting valuable time e.g. miming a turnip instead of just providing the mother tongue word.

You will find a lot more if you read David Atkinson´s article which was published in ELTJ in 1987.

In his book "USING THE MOTHER TONGUE IN THE CLASSROOM" ( I think that´s the title because I haven´t got it with me at the moment Mario Rinvolucri introduces his book by talking about the "liberating effect the Use of the L1 has in the classroom" ( DELTA PUBLISHING 2001)

I shall send you the quotes verbatim once I get the book back from the office.

Would very much like to get your views on this issue.

María Sara Rodríguez
masararo

Bravo Maria Sara ... I completely agree ... bfn, W:)

I often share the following passage from the teen novel Speak by Laurie Anderson with teachers who are considering using English only.

“My Spanish teacher is going to try to get through the entire year without speaking English to us. This is both amusing and useful–makes it easier to ignore her. She communicates through exaggerated gestures and play acting. It’s like taking a class in charades. She says a sentence in Spanish and puts the back of her hand to her forehead. “You have a fever!” someone from the class calls out. “You feel faint!” No. She goes out to the hall, then bursts through the door, looking busy and distracted. She turns to us, acts surprised to see us, and then does the bit with the back of the hand on the forehead. “You’re lost!” “You’re angry!” “You’re in the wrong school!” “You’re in the wrong country!” “You’re on the wrong planet!”
“She tries one more time and smacks herself so hard on the forehead she staggers a bit. Her forehead is as pink as her lipstick. The guesses continue. “You can’t believe how many kids are in this class!” “You forgot how to speak Spanish!” “You have a migraine!” “You’re going to have a migraine if we don’t figure it out!”
“In desperation, she writes a sentence in Spanish on the board: Me sorprende que estoy tan cansada hoy. No one knows what it says. We don’t understand Spanish–that’s why we’re here. Finally, some brain gets out the Spanish-English dictionary. We spend the rest of the period trying to translate the sentence. When the bell rings, we have gotten as far as ‘To exhaust the day to surprise.’ ”

Hi again,
It's a difficult situation that everyone is right! In a monolingual classroom, I agree that 98 percent target language should be spoken. But, I really want to defend Wendy because she gave advice to my personal situation. Since I am working in US, my pupils have an English speaking environment already.All they need is guidance.But, they struggle, and they want to feel that they're not alianated from the society. So, using their native langiage slightly may help them psychologically.Not that much usage is needed, considering that I don't know their native language(spanish mostly) very much. But, greeting them in the mornings with their native language make them feel warmer to english. The whole aim was that:) But, When I was working in Turkey, I never used their native langiage because, it was a monolingual environment.
I want to say that I am really lucky to join in that forum, because we share, everything that bothers us.

Best,
Asli

Asli, Kris, Anup.

I suspect that if we were all in the same room, with the chance to say things like: "Well, I see what you mean, I did not intend to say....." we would find that there is a great deal of agreement between us. Of course, Asli, how the learners feel is of supreme importance, and that comes first. And if that means greeting in the home language - then greet in the home language! If you are teaching young learners and someone asks you what you teach, don't say: "English" say: "Children." I am sure we are agreed that their wants and needs must be at the centre of our considerations. One of you wrote: "There should be 98% English spoken in the classroom". That sounds a good, ambitious aim. In a former discussion of this issue - it is a classic like: "Should we teach grammar?" - someone answered: "In English lessons the mother tongue should be spoken rarely and only when absolutely necessary."
That sounds a realistic formulation, too.

Hi

I teach in a monolingual country and I find it really difficult to teach the kids only using English. I use the students native language a lot and there's a lot of code-mixing too. Children easily stop paying attention when they don't understand what we mean for some time, they get bored, don't understand what we mean and they don't know what we are asking them to do even when using gesture. I'm talking about six or seven year-old children. I think that at beginner's level the mother tongue is indeed useful when scaffolding. But, sure,I want them to use as much English as possible.

I completely agree and loved it when Dennis wrote "If you are teaching young learners and someone asks you what you teach, don't say: "English" say: "Children." " After all, what we want is them to learn all they can using English. I think we use English to teach them about other people, other cultures, even about their own mother tongue. By learning another language we can become more aware of our own language. So, why not use both?

Violeta, I cannot spot you here, in the forum istself, but I just got an update in which you wrote something like: "No learning without correcting".

Mmm. Now, what do you all think about that? Do you agree? And, if you agree, when is the best time to correct what?

good morning all

the L1 is a form of scaffolding ... a tower block needs scaffolding to support it as it is built even though it has deep foundations ... ditto language learning .. it needs deep foundations so the environment, methodology, pedagogy, appropriate curriculum but it also needs scaffolding until it is strong enough to stand on it's own two feet ... using the L1 (if you know it) helps tremendously ...

one way of using L1 that's I've seen is when children use their L1 and the teacher answers them in English ... this way the children feel valued for their contributions but the T is giving them a taste of the target language ...

language learning is not a case of sink or swim, you need a float/arm bands for a while until you get your confidence ...

bfn, Wendy

PS does anyone know how to get your picture showing ... mine is in my profile but for some odd reason doesn't show on these postings which is very unfriendly,sorry ...

Hi to All,
Wendy- you can go to your profile , edit your preferences and meybe upload your photo again. This may work.
Dennis-Thank you for your observation,that's right, we teach children:)I understand what you mean. But ,with children we use simple language already, so we sometimes don't even need to use their L1. But, above all considerations, I am personally a very flexible person, in the complicated grammar units, Why not using L1? But It shouldn't effect the usual flow of the lesson.It should't come to this point %45 L1.Because, this will spoil the lesson at all.Right now, I am fallowing what teachers' book advices, I am trying to use the right proportions of L1 and English.My all aim is to be helpful to my students.

Best,
Asli

hi Asli ... have deleted pic and uploaded again ... let's see if this works ... bfn, W

I bet it worked:)

Hi all ... Asli tks for help uploading piccie ... feel like a human being now!

Marta I LOVE your phrase, I sandwich L1 and L2 ... this is what we should do at the beginning ... I see absolutely no harm at all ... it is a form of scaffolding, as they become more confident reduce L1 ... and they WILL become more confident, I promise you ...

bfn, W

Hi Everybody,
Wendy- no problem glad that it worked.It happened to me too: I accidentally uploaded my gret grandmother's picture, and unfortunately It stayed. Thanks God now everything is OK.

Phil- If you don't mind my asking- With what age group you worked in that teaching situation? I'm just curious.

Thanks,
Asli

Hi Phil, Hi Helen,

Phil, thank you for sharing this experience,I have to admit that I've never tought to 18 year olds.As you said you created a productive environment.I mean, it's understandable, but there was a strong possibility that pupils' using L1 more too. So How did you prevent it from happening?
Helen- When the students are silent, yes you have to find a way. If you don't mind I want to ask you : After building their confidence with French ,if the students begin to use L1 less day by day?

Thank you,
Asli

Hi Asli,

The 'experiment' sessions were just a part of the Basic course which 24 contact hours of English. One of our aims, as teachers, was to instill self-confidence and, as Helen points out, it takes a long time. We did have L2 only activities, particularly in short presentation tasks, but we were also hoping to develop other important study skills too.

hi all ... until we get it out of our heads that ACCURACY leads then we will all keep making the same errors ... language acquisition needs FLUENCY first, then COMPLEXITY ... followed by ACCURACY ... it also need comprehensible input in order to have comprehensible output ... if L1 is used to support L2 ... WHY NOT!!!!!!

BFN, W

Hi All,

Phil and Helen -I am really impressed by what you managed, so in your cases, If you're content with what you have received from the students, nobody can say anything.When you create a totally English speaking atmosphere,it's difficult but later on it enables the pupils to think in english , that's what I mostly tried to do.But, I think some older students want more explnation to get a meaningful data from what's thought.I guess your situations solve this problem.

Thank you,
Asli

Hi again,
Last week, I observed a spanish lesson. Here, English was the native language, was the target language. I knew that The teacher would make a salad. I was excited because; I like this kind of live activities. Then, something happened and the teacher made the salad using %88 English. She just made students repeat the vegetable names in Spanish that's all.
And , now I have the idea that we can use L1 just to make the concepts clear or to make students self-confident in our classes. But, there should be a limit and we should't exceed it. Otherwise, we may not reach our goals. This is my opinion, does anybody have any idea?

Best,
Asli

Hi all,
I have noticed that the topic raised by aslimasucci is quite similar to the one being discussed in the Global Issues Forum (by Dr.venu). Your comments are very welcome. Don't hesitate join us:)
Cheers,
Tarik Boussetta
GIF co-moderator

Learning styles and teaching styles + social linguistics fascinate me. I speak 7 languages fluently and yet recently I have been 'sacked' for 'allowing' students, who were new to my class, to 'translate' (it was only one word!) Seemingly, the observer knew from my cv that I am bi-lingual in this language and thus 'sacked me' - though I did not say one word in Italian! I am a humanist/constructivist teacher - I do not believe that anyone can learn a language within an environment that is stressful. I do not accept biforcation but I do not see how one can (in a first lesson) demand that NO L1 can be spoken (particuarly in a class where all speak same L1). I cannot also believe that this is British Council Ruling.

Please advise - are British Council some kind of fascists that both teacher/student is punished for seeking some kind of clarity of expression - even in the first lesson? I have been teaching (successfuly for 25 years)and now find myself completely confused. PLEASE SOMEONE HELP. WHERE IS THIS BRITISH COUNCIL RULING?