1. The use of students’ L1 in the classroom
Help or hindrance?
The use of students’ L1 in the classroom
ASK: What is everyone’s L1? What do they teach? Pair up (or 3). You will discuss answers to the question on the following slide.

2. Is using students’ L1 OK …
To explain difficult concepts?
To introduce new material?
To help students feel more comfortable and confident?
To check for comprehension?
To explain the relationship between English and the L1?
To define new vocabulary items?
Do you use it for these reasons? For other reasons? Let’s see how student in PR and their teachers responded, in a study conducted by C William Scheers. Read the results and consider surprises.

3. Is using students’ L1 OK…
% of yes answers
from students
% of yes answers from teachers
To explain difficult concepts?
86.2
22.0
To introduce new material?
6.4
To help students feel comfortable, confident?
12.9
7.3
To check for comprehension?
20.2
10.4
To explain relationship b/t English and L1?
n/a
2.5
To define new vocabulary items?
22.7
12.6
C. William Scheers, in Puerto Rico, conducted a survey along with four colleagues. 19 teachers participated and classes of five professors.
Schweers Jr., W. (1999). “Using L1 in the L2 Classroom.” In English Teaching Forum, April-June Note: The students’ L1 was Spanish.

4. Similar study (but by level)
Prodromou surveyed 300 Greek elementary, intermediate and advanced students and asked if it was useful when the teacher used their L1 to … A1 B1 C1
Explain new words
Explain grammar
Explain differences between L1 and L2 grammar
Explain differences in the use of L1 and L2 rules
Give instructions
Any predictions?

5. Similar study (but by level)
Prodromou surveyed 300 Greek elementary, intermediate and advanced students and asked if it was useful when the teacher used their L1 to … A1 B1 C1
Explain new words 25 35 18
Explain grammar 31 7
Explain differences between L1 and L2 grammar 27 4 6
Explain differences in the use of L1 and L2 rules 33 22 20
Give instructions 3 9
Of note (elicit first) … Lots of A1 didn’t want instrux in their L1 … C1 still want L1 use in rules
Prodromou, L. (2002) The role of the mother tongue in the classroom. IATEFL Issues 166. Retrieved from: /11/14/the-reasons-for-using-translation/

6. More questions to consider
Do/should students’ L1 be used when checking reading or listening skills exercises?
What about when explaining your teaching methods?
Can students speak in their L1 when preparing a project in the target language?
Are there other times not covered already when it’s OK to use it?

7. Enrich, not restrict
“Our strategic objective will continue to be maximum interaction in the target language and the role of the mother tongue will be to enrich the quality and the quantity of that interaction in the classroom, not to restrict or impoverish it.”
Luke Prodromou in Deller, S. & Rinvolucri, M. (2002). Using the Mother Tongue. Surrey, UK: Delta Publishing.

8. Using students’ L1: Pluses
Can compare structure used in students’ L1 with that of target language
Provides a comfort zone for students
Can save time and/or eliminate confusion
Some students just cannot continue until they have an equivalent in their L1
Any others?

9. Using students’ L1: Minuses
Students can become too reliant on it
Students speak in their L1 when they’re perfectly capable of saying the same thing in the target language
Students aren’t acquiring as much of the target language
Dual-language dictionary isn’t always helpful
Any others?

10. Some exercises You will break off in groups of 3 (or 4).
Each of you will receive an exercise from Using the Mother Tongue by Deller & Rinvolucri.
As you read the instructions to your exercise, consider its strengths and weaknesses and whether you’d use it.
Share your thoughts with your groups members and invite their opinions.

11. Try one yourself
Write these sentences in your L1. (If your L1 is English and you don’t speak anything else, consider how this could help students.)
1. They swam for Ireland.
2. Her mother made her dress.
3. He was looking at the girl with the binoculars.
Davis, P. & Rinvolucri, M. (1998). Dictation. Cambridge University Press.

12. More translation
Play a film clip in their native tongue and have them translate to the target language.
Have a text in English, students translate to L1, then translate back to English. Spend feedback filling in their knowledge gaps.
For more, check out
Note: I did the first one and I am not fluent in Czech.

13. A real-life sample
Michael Lewis notes that there may not be word-for-word translations from L1 to target, but there are equivalents. This is an example following a viewing of Pelisky.

14. Can I try it once?
Hotovo.