There was another interesting discussion recently on the TESL-L email list about the use of translation in an English language classroom. As usual there was one person who said using students' native language (L1) is inexcusable.
A few people have countered his arguments, including me. I said that while learning Korean I wanted to tell servers that I was a vegetarian and learn the Korean I needed to order vegetarian food. As a true beginner, if my teacher hadn't allowed some English and some translation, I still wouldn't be ordering my own food. I concluded that I was glad my teacher had put my needs before the needs of a teaching style.
In response I got a private off-list e-mail about how I shouldn't have admitted that I have no imagination and that the correct thing to do would have been to carry around pictures of cows, circled and with lines drawn through them.
To me it's not about imagination, it's about self-expression. I'd rather express myself through Korean (which I can do thanks to the translation of a few key sentences by my teacher), than pictures. I got what I wanted. Why does he care if my success was achieved through translation?
By the way, I'm not saying that L1 should be common in EFL classrooms; it almost never occurs in mine because it doesn't lead to fluency. I'm just saying that we should consider what students need and want before we dismiss it.
Posted by James Trotta at January 13, 2004 12:03 PMThis is an interesting story and perspective. I think that the use of L1 in class should be extremely limited. To me it is quite obvious that beginners (false & true)do need to occaisionally use thier L1. your anecdote about vegetarianism is very striking.
The person who emailed you telling you to carry around pictures of X'd out cows is obviously living in a fantasy world. I would think that they have not learned another language or if they have that it was a long time ago and the feelings of frustration have been lost in the passage of time.
Posted by: sean at January 14, 2004 2:55 AMWell he hasn't given up yet. Today I got this e-mail:
"You still don't get it. If you are learning a foreign
language, 99% of the time it's to be able to use it.
Once you learn how to communicate, once you learn how
to learn, once you develop the proper self-confidence,
individual items of vocabulary have no importance
(even if you are a vegetarian)."
I responded that I do use Korean to communicate; I communicate that I want vegetarian food.
The L1 absolutely DOES have a place in the classroom.
Granted, I have seen some research that indicated that a full-immersion class of English students in Germany did learn substantially more vocabulary (through incidental means) than did the control group.
But here's 3 important reasons why you shouldn't ban the L1
Firstly, language is a mediating tool for learning. If discussing an aspect of the L2 in your L1 helps you to clarify meaning, or recognize structural properties etc. then it is useful.
Secondly, you should always give learners opportunities to reflect on how they do things in their own language compared to the L2. They already have a fully developed lingusitic faculty - so allow them to use it for their L2 development
Thirdly, if a student is, for example, stuck on a simple word and doesn't get your explanations, then stop wasting time! Give them the friggin' translation and move on. Sod the pictures.
When I teach, probably 95% of all the language used in the classroom is English. But the 5% L1 is important. I try to ensure that the students' learning is not hindered by fascist language policies
Posted by: Jono at January 21, 2004 3:34 AMI have been asked to teach English to children not using their L1 at all. Any ideas about how to do this
Posted by: Pamela at February 14, 2004 1:47 PMI would start with pictures. Most teachers use flash cards, but for a more personal touch try some family photos. Teach the kids words like mother, father, brother, sister, etc. Have them bring in their own pictures and see if you can elicit the same vocab words. Then help them expand to sentences: This is my father, etc. Remember that vocabulary comes first, and sentences (grammar) comes after.
Posted by: James Trotta at February 15, 2004 5:34 AMESL blog is one of many Blogs for learning English & teaching English. Translation services information.