@Marisa_C continued with the question of training teachers on the topic: Can the principles of when to use or not use be taught to novice Ts?\u00a0 They learn much more complex stuff than this!!<\/i><\/p>\n
\u00a0<\/i><\/p>\nHow<\/i><\/b> to use L1 rather than questioning if<\/i> it should be used<\/b><\/h1>\n
The general conversation seemed to move quickly to the acceptance of L1 in the classroom rather than addressing the issue of whether or not to use it.<\/p>\n
@AlexandraKouk brought up the point that the discussion was really the \u2018how\u2019 and not the \u2018if\u2019 Seems like the how to use L1 in class is the question, not whether it should be used at all. <\/i>and @MarjorieRosenbe said that in her classes Homework and tests are all in English (I teach B1 and upwards) so only use it for expediency. <\/i>Examples were then given by several participants.\u00a0@<\/i>CotterHUE said Ss say a sentence in L1 and teacher translates for future use\/reference. Good with incidental language like singular phrase\/sentence; @<\/i>MarjorieRosenbe said In pair or group work they are welcome to check a bilingual dictionary on their phones \u2013 we discuss it afterwards as well.<\/i><\/p>\n
\u00a0<\/i><\/p>\nThe teacher\u2019s command of L1<\/b><\/h1>\n
Obviously the issue of whether or not to use L1 depends largely on whether or not the teacher has the possibility of communicating with students in their own language.<\/p>\n
@jobethsteel brought this up by saying: T needs to know the lang well enough too <\/i>and Shaunwilden said Well it would seem easier to use in a monolingual class than a multi one. <\/i><\/p>\n
<\/p>\n
@<\/i>Marisa_C took the conversation forward by asking When is it important or when will the use of L1\u00a0help? <\/i><\/strong><\/p>\n <\/i><\/strong>@MarjorieRosenbe replied that she finds it helpful For quick understanding of term or sometimes to compare differences or point out similarities between L1 and L2.\u00a0 <\/em><\/p>\n <\/i><\/strong>@Marisa_C continued with the problem of the teacher not being able to use the mother tongue of the students by saying Ts who spoke no other languages in the past would support the view of not using L1 in class <\/i><\/p>\n @PatrickAndrews agreed Yes, think that is a good point.\u00a0 Those who only speak one language are very keen on monolingualism in class.. @<\/i>MarjorieRosenbe also agreed with this point of view \u00a0saying that\u00a0ex<\/em>actly – that’s when I have the long explanations – \u00a0major difference between EFL & ESL <\/i><\/p>\n @LTLLblog also agreed with @Marisa_C and then asked a very interesting question: When do people think it is ‘justified’ to use L1?<\/strong> <\/i><\/p>\n @MarjorieRosenbe replied Depends on level. I point out that they are listening to me in English so they must be thinking in English. <\/i>At this point @Marisa_C began to sum up the chat so far So to sum up – so far the functions of L1 use can be to 1\/check comp 2\/clarify & compare L1 vs L2 – any more?<\/i><\/p>\n \u00a0<\/i><\/p>\n As this is an important issue in the area of teacher training, a new discussion was begun.<\/p>\n @annapires introduced the topic by asking How is use of L1 viewed in CELTA courses? <\/i>to which @Marisa_C replied Attitudes changing but still many tutors and assessors who would rather not hear ANY L1 during TP. <\/i><\/p>\n @joebethsteel added that we should\u00a0encourage trainees not to depend on it at first \u2013 so they can learn to do that <\/i>to which<\/p>\n @Marisa_C replied\u00a0that these are Both valuable skills – learn not to depend on L1 and learn to use it wisely . <\/i><\/p>\n @CotterHUE went on to elaborate on one of the arguments against the use of L1: \u00a0Con: Teacher isn\u2019t skilled in students\u2019 native language, and provides (slightly) wrong translation or instructions <\/i>to which @Shaunwilden added \u00a0that yes, it is a problem but if they work with the class it can often be overcome. <\/i> <\/p>\n @PatrickAndrews suggested that\u00a0“Phillipson nailed the monolingual ism myth about 20 years ago” \u00a0<\/i>(in his book Linguistic Imperialism, see link below)<\/p>\n \u00a0<\/i><\/p>\n Both the disadvantages and advantages of using L1 in the classroom were discussed.<\/strong><\/p>\n @rosemerebard went on to explain when using L1 in the classroom is a problem: Was thinking of meaningful acts when communicating in pairs\/ groups + natural use L1- \u00a0this is the time when L1 not allowed <\/i>and added I plan activities carefully in a way that L2 should be top priority, and use L1 for other moments when necessary only. otherwise L2 <\/i>and went on to say hard 4 Ss to see L1 just a support 2 learn instead of a crutches. So, I’m firm on the L2 use in class. <\/i>CotterHue agreed this is important and said Pro: Students build real skills, like how to repair communication breakdowns, when solely using L2. <\/i>CotterHue also went on to say Ss can use their L1 to ask questions & confirm comprehension it may lead to clearer realization of the form & meaning.<\/i><\/p>\n \u00a0<\/i><\/p>\n Participants of the chat gave some examples of how we can use our own experiences in learning our students\u2019 first language and how this can help build a bridge of understanding between us.<\/p>\n @MarjorieRosenbe I also give examples of my whoppers in German to relax them and get over fears of making mistakes.<\/i> and then added it is a wonderful rapport builder – puts us in the same boat. <\/i>PatrickAndrews yes and shows interest in their language. @<\/i>Marisa_C esp YL’s need their L1 on occasion for affective reasons!!! <\/i>and @LTLLBlog agreed Re rapport building in EFL, if we use L1 then we are not just a ‘foreign mercenary’ <\/i>Continuing on the topic of teachers learning L1 @BobK99 said re whoppers: my CELTA teacher thrown out of an epicerie for asking about ‘preservatifs’ in biscuits \ud83d\ude09<\/i><\/p>\n \u00a0<\/i><\/p>\n The chat then went into the direction of internet and other translation tools and dictionaries in the classroom.<\/p>\n @annapires posed the question Does anyone use Google Translator in class?<\/i> to which there were several replies: LTLLblog said No, but we do use an online dictionary on which Ss can write Chinese characters if needs be.<\/i> and Shaunwilden replied not yet though I can see lots of ways it could be used – do you?<\/i> annapires answered I let sts refer to it while working on tasks, just like in the past when taking Port-Eng dictionaries to class<\/i> \u00a0Shaunwilden raised a concern: It is notoriously inaccurate\u00a0 though is it not? <\/i>and went on to say Yes, but I’m around to help out. Though wondering how we could use it as a tool. Sts use it all the time outside class.<\/i><\/p>\n <\/p>\n Participants came up with ideas and examples as to how to use translations to teach students a variety of skills and not just to feed them with the vocabulary they need or give them instructions for classroom management.<\/p>\n Acquk went on to add I find translation can be an effective method of raising language awareness in a monolingual classroom <\/i>and MarjorieRosenbe said Also very true – certainly shows differences – makes them think, always a plus<\/i>. Marisa_C added Hence the value of using Contrastive Analysis for language awareness <\/i>and said Must put up a link to Philipson’s “Linguistic Imperialism” in Google books and I think a must-read for Ts http:\/\/t.co\/QySKHo6QEn<\/a> <\/i>In continuing on the topic of making use of translation in the classroom @LTLLBlog suggested a Nice activity with L1 is to ask Ss to translate L2 text to L1 at start of class then retranslate at the end <\/i>and @Marisa_C said If you can speak ur Ss’ L1 in a mono-L class – tell them a story in L1 – they write it in L2 and then read the original TBL or nt? <\/i>and annapires added Watched Mario Rinvolucri demo a great storytelling activity with use of L1 <\/i>and then said After watching him I felt a lot more comfortable using L1 with my sts.<\/i><\/p>\n <\/p>\n Questions were raised about how students record vocabulary.<\/p>\n @Marisa_C asked What about how Ss use L1 in their notebooks?<\/strong> They do so anyway whether u OK or not – any ways of training them to use best?<\/i> and 2Shaunwilden replied I used to look at that in first lessons with sts showing them other ways to record <\/i>and said many aren\u2019t aware of different ways they could record so it is useful to do this. <\/i><\/p>\n @Marisa_C answered by saying yes – very worthy I’m sure but inevitable that Ss WILL use it – no? @<\/i>AlexandraKouk has found a positive aspect of students recording vocabulary in their own language as they can use it for language awareness-\u00a0 get Ss to record their most common L1 transfer errors, ie. collocations, tense usage etc.<\/i> and @MarjorieRosenbe said If they learn the vocab and can use it they can record it anyway they like <\/i>because they always need to get the word off the page and USE it<\/i>. and went on to say Asked my CAE class to share ideas on learning vocab yesterday – all had different methods. <\/i><\/p>\n @Marisa_C gave a suggestion on recording vocabulary picture records – and online tools very useful.<\/i><\/p>\n @AlexandraKouk made an important comment regarding L1 and her students: Ss need to know when L1 is their friend and when not. <\/i><\/p>\n @robertmclarty then asked Isn’t use of L1 the only real proof of understanding of new grammar & vocab? For adults it is totally natural to take notes in L1.<\/i> BobK99 gave some useful advice about vocabulary recording: most\u00a0 dictionary software has a My Dictionary feature, where they can\u00a0 add their own entries\/comments. <\/i>Acquk added that For vocab, many learners prefer L1-& L2 (I do). I think that learning method should be acknowledged even if it is not encouraged <\/i>but adi_rajan asked a very practical question I’ve always wondered how u can get Ss to switch out of the L1 for sp. activities if they’ve been using it<\/i> for 2\/3rds of the lesson? <\/i>to which Marisa_C replied 2 thirds of the lesson seems excessive to me – sb’s not able to control things if so.<\/i><\/p>\n \u00a0<\/i><\/p>\n The chat began to come to an end with the discussion of how we deal with two languages ourselves.<\/p>\n A new conversation regarding the use of L1 and L2 was then started by Marjorierosenbe who asked How many of you code switch at home when it is faster? Just curious. We do all the time. <\/i>Marisa_C said that At work – very often do codeswitching – sometimes confuse myself!!!! j<\/i>obethsteel went on to say Some words are just better in other languages, eg chela better than beer!<\/i> and adi_rajan said code switch all the time, between languages, dialects, accents, registers <\/i>to which MarjorieRosenbe made the argument So when we forbid L1 we are actually going against something we do naturally. <\/i>rosemerebard commented that not a fan of L1\/L2 word translation though in my classroom. But can’t avoid Ss doing it. Showing different ways helped in my class. <\/i><\/p>\n <\/p>\n @Marisa_C suggested: take a poorly translated text and get Ss to think of it in their L1 then rewrite it properly in L2 <\/i>and @Andivwhite\u2019s response was Marisa that’s a great idea!\u00a0<\/i>and @Acquk said Thanks for the great language awareness raising activity! Poor translations are not hard to come by \ud83d\ude09<\/i> MarjorieRosenbe said Just did an error correction auction with typical Germanisms they had to find and fix. Fun and instructive. <\/i><\/p>\n To round this discussion off @Marisa_C offered Here is my favourite poorly translated text in an old post of mine http:\/\/t.co\/E3Wu4cLOy8<\/a> Enjoy PlayPol<\/i><\/p>\nTo teach new teachers the use of LT or not?<\/b><\/h1>\n
\n@Marisa_C then described the difficulties of not being allowed to use L1 Newly qualified teachers go to great lengths to avoid L1 in classroom. Quite painful observing sometimes <\/i>and @Shaunwilden agreed with this Yes the linguistic gymnastics they go thru to avoid L1 is often painful to watch <\/i>and @Marisa_C said that she has experienced this herself: Have gone through those gymnastics myself in my far and distant past <\/i>to which @annapires agreed wholeheartedly saying\u00a0Especially when I was being observed!<\/i><\/p>\nThe disadvantages and advantages of using L1 in the classroom<\/b><\/h1>\n
Building rapport with students through use of L1<\/b><\/h1>\n
Using translation tools in the classroom<\/b><\/h1>\n
The learning effect of translations<\/b><\/h1>\n
Recording vocabulary<\/b><\/h1>\n
Doing what comes naturally<\/b><\/h1>\n
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