L1 in Classroom

The following essay was submitted as part of the course work for MA Applied Language Studies, at the University of Westmisnter, London (2003)

Use of L1 in the Second Language Learning Classroom

Introduction

The present study is an analysis and synthesis of up-to-date views about the use of mother tongue in L2 classroom. Throughout the development of English language teaching methodologies the role of L1 has always been of crucial importance. Based on which theory of learning or what methodology of teaching they use, people have come up with contrasting views about the use of mother tongue in the second language classroom. Its history shows a gradual change towards the acceptance of using L1, in carefully selected situations, in the classroom. The present study attempt to explore the possible potential in the use of L1 in L2 classroom, but it also warns against the dangers where using L1 can hamper L2 learning.

The present study is broadly divided into five parts. In part one some of the main Objections, that have so for been proposed against the use of L1 in L2 classroom, have been introduced. The second part looks at the positive side of it, as it not only analyses the Objections against Objections but also explores the advantages of using L1 in L2 classroom. In third part the positive potential of using L1 has been explored. The fourth part backs up the study in the form of Surveys which support the findings of the study. The last part is that of Summary, which not only summarizes all but also gives the final verdict.

1. The Objections

1. One of the main objections that is often presented against using L1 in L2 classroom is that it hampers the process of learning to think directly in the target language by interposing an intermediate process between the concept (or idea taught) and the way it is expressed in foreign language. In other words ‘thinking in the mother tongue inhibits thinking directly in the target language.’[i]

2. Another view is that L1 serves only as a crutch; the more quickly it is disposed of, the better.

3. According to Selinker, 1992 (quoted by Weschler) too much reliance on the first language will result in the fossilization of an interlanguage.

4. The use of the first language wastes too much valuable class time that would be better spent on the target language.

2. Objections against Objections

1. No matter how much a teacher may wish and strive against it, the interference will always be there. If students do not speak out loudly the comparisons they make in their minds about the target L2 language item and the already available L1 item, it does not mean that these comparisons do not exist. According to Weschler ‘it is better to think of the inevitable influence of L1 on the L2 as a potential aid or tool’. Such possibilities will be the subject of study in the next part.

2. Seeing the mother tongue as a crutch implies that the second language learner is disabled and needs to be supported. Even if we accept this view about L1, still what is wrong with crutches? No matter how quick one gets rid of these, their use is necessary to let the users analyze their competence. They will need these crutches till they have got enough strength (in L2) to express whatever they want without using this crutch. Weschler, not accepting this idea of L1 as a crutch, suggests that a ‘better metaphor for the learning of a second language would be the construction of a glorious new edifice in the mind of the student, wherein the mother tongue acts as the necessary scaffolding to be gradually removed over time.’

3. Just like the inevitable influence of L1, this so-called interlanguage is also the unavoidable result whenever somebody tries to acquire foreign language through constant, trial-and-error negotiations of meaning, usually with a native speaker or target language materials. Since this interlanguage is unavoidable, some sort of solution towards its recognition or acceptance is required. So as long as this interlanguage does not interfere with conveying the desired meaning, it should be considered acceptable. ‘Those who fear the fossilization of such a transitory phase simply do not have enough faith in the analytic and self-corrective powers of the motivated students.’[ii]

4. Given the fact that there will be L1 interference in L2 learning and that interlanguage is unavoidable, it seems quite ridiculous not to give any time to using L1 in the classroom. Now what are the possible ways in which this L1 interference and interlanguage be twisted to get some advantages from the point of view of teaching L2. Many people suggest a careful and limited use of L1 which will be discussed later on. Another argument against this is that instead of teacher wasting half the time by limiting input to incomprehensible messages in the target language, why does not he use L1. ‘Having students engage in English-only , supposedly communicative output when they don't understand what they are saying is little better than the rote parroting of drills that has been so justifiably maligned in the audio-lingual method.’ ii

Other Arguments favouring L1 Use

There have been various other arguments advocating L1 use in the classroom. People have come up with views that not using L1 is a kind of disfavour to the learners. They have pointed out the dangers of a totally L2 based classroom. According to William Schweers, Jr. using L1 will provide a sense of security and validates the learners’ lived experience, allowing them to express themselves. The learners are then willing to experiment and take risks with English (L2).[iii] Similar views have been put forward by Piasecka who says, ‘One’s sense of identity as an individual is inextricably bound up within one’s native language… If the learner of a second language is encouraged to ignore his/her native language, he/she might well feel his/her identity threatened. [iv]

Robert Buckmaster turning the argument on its head that using L1 in the class is kind of sin said that ‘to admit to not using or allowing the use of L1 in the classroom is sin: a sin of omission.’[v] He further suggests that L1 should be welcomed into the classroom, especially in adult classes, with open arms as it is invaluable in any L2 class. According to him we are not just creating a separate language store of English, rather we are adding to the existing knowledge of language. Swan (1997) states that ‘A second language learner is likely then, to short-cut the process of observing a new word’s various references and collocations, by mapping the word directly onto the mother tongue.[vi]

3. How to Use, Where to Use

It has been accepted by language teaching scholars and teachers that using or not using L1 in classes is not such a simple question with a yes/no answer. Based on the kind of language teaching methodology in practice, teachers of teachers have come up with various carefully selected uses of L1 in the L2 class. Vivian Cook in his book ‘Using the First language in the Classroom, describes several ways that L1 can be used positively in the L2 classroom:[vii]

• • It can be used by the teacher to:

    • to convey meaning

    • to organize the class (organizing tasks, discipline)

  • It can be used by the student to:

    • Create and interpret meaning by relating L2 to L1- L1 provides scaffolding for L2 learning (e.g., use of bilingual dictionaries, dual language texts, subtitled films)

    • Explain tasks to one another (“collaborative dialogue”) especially when cooperative learning is encouraged)

Most scholars agree that using L1 in the beginners’ class is quite inevitable, as learners do not and can not understand very simple structures and vocabulary. So what is the point of giving them incomprehensible instructions or language input which is totally beyond their grasp. In situations where learners are totally new or culturally shy or hostile or have some other sociological feelings[1] which do not let them experiment with L2 easily, the use of L1 will not only convey the meanings or directions that the teacher wants to give but will also give them confidence in experimenting language before teachers and other members of the class. Apart from achieving any teaching advantages from using L1 in the classroom, many teacher use L1 to establish rapport with the students. Some use L1 to serve as a model person who speaks both languages and uses each one whenever necessary or convenient. In his book “The Mother Tongue in the Classroom” David Atkinson lists appropriate uses for the L1 in the L2 classroom. (See Table 1)

Table 1

Adapted from “The Mother Tongue in the Classroom” by David Atkinson [viii]

Auerbach suggests the following possible occasions where mother tongue may be used:

- negotiation of the Syllabus and the lesson,

- record keeping,

- classroom management,

- scene setting,

- language analysis,

- presentation of rules governing,

- grammar, morphology, and spelling,

- discussion of cross cultural issues; instructions or prompts,

- explanation of errors,

- assessment of comprehension,

According to this list the possibilities of using L1 are endless. But again the problem comes when L1 is used excessively. That is the reason that demands a carefully selected, restricted and properly monitored use of L1 in the Class. It is sometimes said that teachers should used “English (L2) where possible” and “L1 where necessary”. This puts some extra responsibilities on the teachers who will have to ask themselves:

- Can I justify using the L1 here?

- Will it help the students’ learning more than using L2 word?

4. Survey(s)

William Schweers conducted a survey to find out the responses of teacher as well as the students about the use of L1 (in this case Spanish) in the ESL/EFL classroom. The results speak for themselves. Both the parties favour using L1 in general, however about particular instances or activities there are some differences. For example students think that it is much easer for them to understand a difficult concept if straight away given in L1, whereas teachers think quite differently and probably prefer explaining it via circumlocution or some other means, but not by proving L1 alternatives.

from Using L1 in L2 Classroom by C. William Schweers.[ix]

A similar research was conducted by Luke Prodromou in which over 60% of students recommended the use of L1 in the classroom. His research shows that students at the beginner level recommend using L1 more as compared to intermediate and especially the advanced learners. Advanced level learners do accept that the teacher should know L1 but regarding its use in the class very few recommended it in certain situations. Here are the results of the study in detail

5. Summary

The findings of the whole study can be summarised in just a few sentences. L1 is a complex resource, for any EFL/ESL classroom, that can be exploited either positively or negatively. Whose careful and selected use can facilitate the process of teaching and encourage students positively but who can equally work as an impediment towards learners learning L2 if used excessively and carelessly. It is a great potential which in the words of Luke Prodromou can work as

- a drug (though with therapeutic potential, it can damage your health and may become additive

- a reservoir (a resource from which we (the teachers) draw

- a wall (an obstacle to teaching)

- a window (which opens out into the world outside the classroom; if we look through it we see the students’ previous learning experience, their interests, their knowledge of the world, their culture)

- a crutch (it can help us get by in a lesson, but it is recognition of weakness)

- a lubricant (it keeps the wheels of a lesson moving smoothly; it thus saves time) [x]

To conclude one may say that English should be the primary vehicle of communication in the English classroom and that the students should be given ample opportunities to process English respectively. In other words the aim should be ‘to use English wherever possible’ and ‘use L1 when unavoidable’, applying it to both classroom management and the actual teaching.

Endnotes

Bibliography

Using L1: What Kind of Sin?

Robert Buckmaster

IATEFL Poland

www.iatefl.org.pl

L1 Use in ELT: Not a Skeleton, but a Bone of Contention—A response to Prodromou

Robert Garielators

(Source unknown, received as a lecture handout from Mr Rob Williams)

From Mother tongue to Other Tongue

Luke Prodromou

Teaching English

www.teachingenglish.org.uk

Using L1 in the L2 Classroom

C. William Schweers, Jr.

FORUM

Vol 37, No 2, April-June 1999

www.exchanges.state.gov/forum

From Mother Tongue to Other Tongue: What is the place of students’ mother tongue in the EFL classroom?

Luke Prodromou,

TESOL GREECE

www.tesolgreece.com

The Role of the Mother Tongue (internet discussion)

Fielder: Gordon Lewis

http://www.countryschool.com/ylsig/summary7.htm

The Use of L1 in Communicative English Classrooms

Simon Cole

Institute of Foreign Language Education, Kurume University

http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/dec/cole.html

Alternating Use of L1, L2 with Pre-K students in an Inclusion Classroom

Author unknown

http://www2.alliance.brown.edu/dnd/Snapshot_2.shtml

Using the First Language in the Classroom

Vivian Cook

http://www.unb.ca/slec/lelien/resources/topics/usingl1.html

Uses of Japanese (L1) in the English Classroom: Introducing the Functional-Translation Method

Robert Weschler

The Internet TESL Journal

http://iteslj.org/Articles

some other websites, class handouts and Lecture notes by Mr Rob Williams

[1] Personal experience: learners (especially belonging to middle classes) in Pakistan are quite afraid of speaking or experimenting with English language in public. Ability to speak good English means you come from good family, have got education in some excellent schools and probably have got foreign contacts as well. Those who speak English are expected to speak reasonable English (since it is the official language) and failure to do so will not only cause embarrassment in the social circles, but may also result in being sidelined in job promotions etc.

[i] Quoted in Introduction to Functional Translation Method, by Robert Weschler www.iteslj.org

[ii] Robert Weschler, Introduction to Functional Translation Method, www.iteslj.org

[iii] Using L1 in L2 Classroom by C. William Schweers. Jr. Forum Vol 37 No 2, April-June 1999 Page 6

[iv] from Hopkins, Use of Mother Tongue in Teaching of English as a second Language to Adults, Language Issues 1988, 2,2, pp 18-24

[v] Using L1: What Kind of Sin? By Robert Buckmaster www.iatefl.org.pl Pre-Conference Edition (No. 18), October 2000

[vi] Swan (1997) p 165, quoted by Robert Buckmaster

[vii] Using the First Language in the Classroom by Vivian Cook. Quoted in The Canadian Modern Langauge Review, Volume 57, No. 3, March 2001 www.unba.ca

[viii] Taken from Using L1 in L2 Classroom by C. William Schweers. Jr. Forum Vol 37 No 2, April-June 1999 Page 6 http://exchanges.state.gov/forum

[ix] Taken from Using L1 in L2 Classroom by C. William Schweers. Jr. Forum Vol 37 No 2, April-June 1999 Page 6 http://exchanges.state.gov/forum

[x] From Mother Tongue to Other Tongue: What is the place of students’ mother tongue in the EFL classroom? Luke Prodromou, TESOL GREECE