Using the L1 in the Classroom |
Definitions |
||
| multi-competence | means knowledge of two or more languages in one mind | |
| compound bilinguals | link the two languages in their minds | |
| coordinate bilinguals | keep the languages apart | |
| reciprocal language teaching | is a teaching method in which pairs of students alternately teach each other their languages | |
The traditional principle: minimise using the L1 in the classroom
Howatt (1984, p.289), ‘the monolingual principle, the unique contribution of the twentieth century to classroom language teaching, remains the bedrock notion from which the others ultimately derive’.
Maxim: discourage the use of the L1 in the
classroom.
strongest: ban the L1 from the
classroom.
weakest: minimise the L1 in the classroom.
The Academic Justifications
L1 acquisition; children in the L1 can't fall back on another language
Compartmentalisation; the L1 and L2 should be kept separate at all times
Teaching Reasons (mostly unstated):
· maximise quantity of L2
· use
L2 for real-life functions
But the classroom is L2 use, not imitation
L1
Methods that deliberately involve the L1
(A) alternating language
methods
Reciprocal language teaching
Tandem,
Two-Way immersion:
Alternating Days etc
(B) methods that actively
create links between L1 and L2
i) the New Concurrent Method
ii) Community
Language Learning (CLL)
iii) the Bilingual Method
iv) bilingual
presentation methods
Ways of Using the L1 in the classroom
Factors in using
L1: efficiency, learning, naturalness,
external relevance
A. Teacher conveying
meaning
- teacher using L1 for conveying
meaning of words or sentences
- teacher using L1 as a meta-language for
explaining grammar
B. Teacher organising
the class
- teacher using L1 for
managing the classroom
- teacher using L1 for giving instructions for
teaching activities
- L1 used for testing
C. Students using L1 within the class
- students using L1 as part of main learning activity
- students
using L1 incidentally within classroom activities
Howatt (1984, p.289): if there is another ‘language teaching
revolution’ round the corner, it will have to assemble a convincing set of
arguments to support some alternative (bilingual)?) principle of equal
power’
Dodson's Bilingual Method: a teaching method that uses the student's first language to establish the meanings of the second language.
References
Cook, V.J. (2001), 'Using the first language in the classroom', CMLR, 57, 3, 402-423 Online version
Dodson, C.J. (1967), Language Teaching and the Bilingual Method, London: Pitman
Hawkins, E. (1987), Modern Languages in the Curriculum, second edition, CUP
Howatt, A. (1984), A History of English Language Teaching, Oxford: OUP
Jacobson, R. & Faltis, C. (Eds.) (1990), Language Distribution Issues in Bilingual Schooling, Clevedon: Multilingual Matters
Macaro, E. (1997), Target Language, Collaborative Learning and Autonomy, Clevedon: Multilingual Matters
Mitchell, R. (1988), Communicative Language Teaching in Practice, London: CILT
Stern, H.H. (1992), Issues and Options in Language Teaching, Oxford: OUP