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Help or hindrance?

Help or hindrance?. The use of students’ L1 in the classroom. 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?

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Help or hindrance?

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  1. Help or hindrance? The use of students’ L1 in the classroom

  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?

  3. Is using students’ L1 OK… Schweers Jr., W. (1999). “Using L1 in the L2 Classroom.” In English Teaching Forum, April-June 1999. Note: The students’ L1 was Spanish. http://dosfan.lib.uic.edu/usia/E-USIA/forum/acrobat/P6.pdf

  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 L1to …

  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 … Prodromou, L. (2002) The role of the mother tongue in the classroom.IATEFL Issues 166. Retrieved from: http://translationhandout.wordpress.com/ 2011/11/14/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

  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

  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 https://translationhandout.wordpress.com

  13. A real-life sample

  14. Can I try it once? • Hotovo.

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