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 command of the students’ L1 to be of value. in the first place Another assumption that may well affect this scenario is that all students in a class or group have the same L1. While these assumptions may often be the case in many EFL (English as a Foreign Language) teaching/learning settings, they are often not. In the case of multicultural classes (i.e. in the US, UK, Australia, Canada, India, etc.) where students have different L1s, or where the teacher does not have a working knowledge of the L1 of the students, a frequent In Asia, Africa and Eastern Europe, the applied use of L1 in the EFL classroom is very limited or can be practically impossible.

Use of L1 in the Classroom

In my case, I will talk about those cases in which I actually use L1 students in my EFL classes. I have acquired a working knowledge of Spanish and all my university and independent students have Spanish as L1. Although I am against any substantial use of L1 in ESOL (teaching English to speakers of other languages) classes, there are situations where its use is quite valuable. Also, at early levels, a ratio of around 5 percent mother tongue to 95 percent 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 blank space is filled with the word or phrase in Spanish (L1). This allows students to gain key vocabulary in their written or spoken expression while limiting their use of L1 in class.

When students get stumped with abstract lexicon, a word or phrase that cannot be easily obtained during the course of a lesson, I simply “give” them the Spanish word to help them continue with the smooth flow of the lesson and not get “stuck” when trying to find the elusive lexicon by other means. When a student gives me incomprehensible language output, meaning I (nor the other students) can’t figure out 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 students) can provide that student with corrected, 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 major disruption to the test-taking process. Since I do not prepare for the exams, the new lexicon can be introduced in the readings, the instructions or the exercises. When a student, and as additional students, ask for the meaning or explanation of the word(s), I will simply point to the lexicon on the board without speaking.

When playing communicative, TPR (Asher, 1966 & passim) or “fast paced” vocabulary games, such as the student favorite called “STOP”, I will again provide a translation of the new lexicon to help build student vocabulary. These could be lexicon of places, names in English/Spanish, food, animals or some verbs or the use of L1 in various code-switching activities. (Clandfield – Foord, 2003) This happens especially often when I need to explain why a particular word is incorrect or unusable.

Using L1 with LEP students

An additional instance when I switch to Spanish is when I have to talk to LEP (Limited English Proficient) students about important administrative issues or procedures for which they do not have the depth of vocabulary to understand. The importance of the material and your need to understand it trump adherence 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) sets 150 hours or less (second semester) for this stage, although I have found that it is often extended to an additional semester.

From time to time, students will bring in a song or lyric, usually rock or pop music, and ask the meaning of a word, phrase, expression, or sometimes even the title. When providing the requested explanation (when I can), I use comparisons and/or Spanish translations as many times as necessary. The same can happen with dialog from popular movies, movies and videos produced for native English speakers. In rare cases, a cassette recording of a radio broadcast or a book on tape has found its way into my classroom for the same reasons.

One last common instance in my use of L1 in the classroom is with students in “repeated” or “remedial” 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 failed the course at this level at least once, some twice or more. I then use a number of alternative methodologies including translation and other types of input/feedback on L1 learners to assist in the learning and acquisition process. These methods, in fact, have proven to be very successful. One of the reasons may be that the use of specially directed methodologies and the altered conditions of the classroom help to reduce the affective filters of the students (Krashen-Terrell, 1983) and direct the new material and the lexicon in a way that is more compatible with their intelligences. multiple individual and learning preferred. styles (Gardner, 1983).

recommendations

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% L1 to 95% target language. Key EFL classroom situations where L1 can be used include:

or requesting new lexicon

or explain abstract terms

or to assist in the generation of understandable inputs/output

or during exams and other high-stress situations

or to keep the flow of activities dynamic

or to explain idioms and expressions in songs, movies, and videos

o give information/instructions to LEP students

or in the adaptation of 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 support that the use of the L1 should not be prohibited by itself, but occasionally allowed as an additional tool in the teacher’s and student’s repertoire, as conditions warrant.

Note: Scholarly references for this article are available upon request.