THE USE OF L1 IN THE CLASSROOM

alexandra.reynolds@univ-nantes.fr

1IATEFL Glasgow 22 March 2012

A teacher and learners using L1 in an

English L2 language classroom.

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Identity and emotions linked to L1

L1 MILK TONGUE

REFERENCE LANGUAGE

MOTHER TONGUE

NATIVE TONGUE

LINGUA MATERNA 1ST

ACQUIRED LANGUAGE

How many of you speak more than 1 language? What is your mother tongue? 3

Language acquisition and NEW IDENTITY

New identities linked to new interlanguages

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Language acquisition modifies pre-acquired langage(s) and creates new

interlanguages

L1? --L2? L1?-- L3?

L2?--L3?

Don’t think in your L1! Think in English! Don’t translate word for word!

L1

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How do you use L1?

Do you use L1?

How do you use L1?

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How we avoid students using L1

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Direct method

Aims to mirror the NATURALISTIC method within an INSTRUCTED environment

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Hungarian Experiment

Zoltan DornyeiProfessor of Psycholinguistics

Nottingham University

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• Jo napot kivanok! Hello!• Dornyei Zoltan vagyok. I am Zoltan Dornyei.• Most Nottinghamben vagyok. I am in Nottingham now. • Hogy vannak? How are you?• Tudom hogy beszelnek angolul. I know you speak English.• Szomjas vagyok, mikor fogunk kavet inni?

I’m thirsty when are we going to drink coffee? • Koszonom szepen. Thank you very much.• Viszontlatasra! Goodbye!

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Problems with sole use of direct method

Impossible to recreate authentic “immersion” situation seen in L1 acquisition.

Gesticulating no better than miming? Demands a lot of physical effort from the teacher. Not always learner centered. Difficult to check student comprehension. Students remain silent rather than use their L1. L1 use seen as a failure.

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How do your students use L1?

Classroom layout affects student interaction and language choice.

Team work and peer-elected group leaders make students responsible for their actions.

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ROWS GROUPS 14

Constructive L1 use in class

TranslationMaking comparisons

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Instant vocabulary gratification Using mini bilingual dictionaries. Online dictionaries: Linguee http://www.linguee.com/, Wordreference http://www.wordreference.com/, IATE http://iate.europa.eu/.

Mobile phones, smartphones. Laptops.

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L1 specific translation issues

• Not all verbal forms are translatable.

• No present perfect in Arabic (cf. Sara AWAD, IATEFL VOICES Jan-Feb 2012).

• No present continuous in French.

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Students’ reflections on their use of L1 in the classroom

Interview with Science Masters studentsESP classroom

Faculté des Sciences, Nantes.

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VIDEO

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Reflecting on my L1 and English

Prepare questions which your students can reflect on.

How long have you been learning English?How many of your past teachers used L1 in

English class?When do you use L1 in class?How do you think your teacher feels when you use L1?

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VIDEO

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Final points for reflection

• A teacher’s positive awareness of his/her students’ L1 language and culture will have an influence on their L2 learner self.

• Adaptability: The choice to use or limit L1 in the classroom will depend on your students’ needs.

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Special Thanks to:

Colin McKensieGloria Barnett-Powell

Zoltan DornyeiXavier CartronDouglas Carnall

Linda Donne

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References

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Awad, S. 2012. 'Absent inter-lingua grammatical equivalence.' IATEFL VOICES 224: 4-5.

Byram, M. and P. Grundy (eds.). 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters.

Castelloni, V. 2001. La langue maternelle en classe de langue étrangère. Saint-Germain-du-Puy: CLE International.

Cole, S. 1998 ‘ The use of L1 in communicative English classrooms’. The Language Teacher Online.(Retrieved 27 September 2011 from http://www.jalt-publications.org/tlt/files/98/dec/cole.html.)

Cook, V. 2001.‘Using the first language in the classroom’. Spreading the influence of Second Language Acquisition. (Retrieved 27 September 2011 from http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1inClass.htm.)

Cook,V. (ed.). 2003. Effects of the Second Language on the First. Clevedon: Multilingual Matters.

Dornyei, Z. 2009. The Psychology of Second Language Acquisition. Oxford: Oxford University Press.

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References continued:

Dornyei, Z and E. Ushioda (eds.). 2009. Motivation, Language Identity, and the L2 Self. Bristol: Multilingual Matters.

Farrell, T.S.C. 2012. 'Plenary: Reflective practice for language teachers' in Pattison, T. (ed.). IATEFL 2011 Brighton Conference Selections. Canterbury: IATEFL.

Feben, B. 2012. 'Grammar mimes: can we work on grammar without pens or paper? ' in Pattison, T. (ed.). IATEFL 2011 Brighton Conference Selections. Canterbury: IATEFL.

Feuillet, J. 2005. Apprentissage précose d'une langue étrangère et bilinguisme. Nantes: CRINI.

Hannam, S. 2011. 'ELT under the microscope.' IATEFL VOICES 223: 15.

Krause, C. A. 1916. The Direct Method in Modern Languages. New York: C. Scribner's Sons.

Thornbury, S and Meddings, L. 2010. Teaching Unplugged, Dogme ELT. Surrey: DELTA Publishing .