The Use of L1 in The Classroom: Alexandra - Reynolds@
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William Ayquipa CThe Use of L1 in The Classroom: Alexandra - Reynolds@
Uploaded by
William Ayquipa CTHE USE OF L1 IN THE
CLASSROOM
[email protected]
IATEFL Glasgow 22 March 2012 1
A teacher and learners using
L1 in an
English L2 language
classroom.
2
Identity and emotions linked to L1
REFERENCE
LANGUAGE
MOTHER
TONGUE
L1 MILK
TONGUE
LINGUA
MATERNA 1ST NATIVE
ACQUIRED TONGUE
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
4
Language acquisition modifies pre-
acquired langage(s) and creates new
interlanguages
L1? --L2?
L1?--
L3?
L1 L2?--L3?
Don’t think in your L1! Think in English!
Don’t translate word for word! 5
How do you use L1?
Do you use L1?
How do you use L1?
6
How we avoid students using L1
7
Direct method
Aims to mirror the NATURALISTIC method within
an INSTRUCTED environment
8
Hungarian Experiment
Zoltan Dornyei
Professor of Psycholinguistics
Nottingham University
9
• 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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11
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.
12
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.
13
ROWS GROUPS 14
Constructive L1 use in class
Translation
Making comparisons
15
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.
16
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.
17
Students’ reflections on their use
of L1 in the classroom
Interview with Science Masters students
ESP classroom
Faculté des Sciences, Nantes.
18
19
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?
20
21
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.
22
23
Special Thanks to:
Colin McKensie
Gloria Barnett-Powell
Zoltan Dornyei
Xavier Cartron
Douglas Carnall
Louisa Donne
24
References
25
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
.
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