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Busting some of the myths and assumptions that English language instructors might have, we’re looking back this week at some older blog posts that are still timely. Are there other myths that you have become aware of in your own experience of teaching? After you read these blogs, return here to share in the comments below.
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I’ve reflected lately on the use of L1 in the Language Learning classroom; like many teachers, it wasn’t so long ago that we used to use a kind of “punishment” jar. A dime, or a quarter charged for every utterance of the L1 during class-time. (The money at the end of the term would be used as a fantastic real world task – decide how the money should be spent. A class party? A donation?)
It was the concept of the “fine” or “punishment” that never really sat right with me. I understand the intention behind the action, though, but as a learner I’m sure it would be disheartening.
Over time, this practice has been largely phased out. Selective use of the L1 in the classroom is no longer stigmatized, though use of the learning language, in our case, English, is encouraged.
As a teacher, having multiple languages in one’s back-pocket is a bonus, a benefit, and a fantastic tool with which to help our learners who are struggling. I don’t have many of these tools (I can speak some Turkish, and a smattering of high-school French, a wee tiny bit o’ Spanish).
The pedagogical benefits of incorporating the L1 in an English language classroom are multifaceted and significant. By leveraging the students’ first language strategically, teachers can facilitate comprehension, promote efficient learning, foster cultural understanding, and boost learners’ confidence. Recognizing the value of the L1 in language instruction not only acknowledges and respects the linguistic diversity of the classroom but also optimizes the learning process, leading to more effective and inclusive language education.
The tide of opinion on the L1 in the English Classroom has shifted, and I think it’s a good thing.
Ugh…I NEVER did that…(finelearners)…it was essentially the same ugly (and ignorant) racist approach of residential schools washing out children’s mouths with soap if they spoke their first language. I encourage a ‘if one person in the room does not speak that language then everyone speaks English” approach..but not strictly enforced, done just out of courtesy. Thank goodness plurilanguage approach to SLA(lol or4th,5th LA) makes us realise worth and benefits of mixing it up with languages other than the “target” language..
Today I suggested my learners read about potash in their first language and THEN to google and read in English…
Potash, eh? Google “Rick Mercer – Potash”. Short video and really interesting, as Rick always is!
Thanks for your responses, Jen and Claudie.
Potash… ? I’m intrigued… What’s the significance?
We were exploring 20 issues facing the Environment (Earth Day) Overfishing, overpopulation, deforestation…Cobalt mining (who knew) Potash comes up. What’s that? “Google – in your first language if you like” – some do, some don’t. THEN they wrote diamante poems…blew me away…but that’s the (obtuse reference) “potash!!) 🙂
I see that you are recycling interesting and still topical blog articles from the past. I don’t think I have been constrained by any of these myths. Maybe it’s because I am the daughter of immigrants. I have never forbidden the use of other languages in any class I’ve taught (10+ years). Often referencing another language can facilitate teaching a specific word or grammar point. Howevever, I do find it challenging at times when one of these other languages begins to dominate. That is a classroom management issue of course.