| Introduction | | | | L1 Use with LEP Learners |
| In considering the use of L1 (the learners mother | | | | One additional instance when I switch to Spanish is |
| tongue) in ELT (English Language Teaching) on the | | | | when I must talk to LEP (Limited English Proficiency) |
| part of the teacher, one of the first assumptions is that | | | | learners about important administrative matters or |
| the teacher has a sufficient command of the students | | | | procedures for which they do not have the necessary |
| L1 to be of value in the first place. Another assumption | | | | depth of vocabulary to understand. The importance of |
| which may well impact this scenario is that all the | | | | the material and their need to understand it outweigh |
| learners in a class or group have the same L1. While | | | | the adherence of sticking to "English only" which is my |
| these assumptions may often be the case in | | | | "standard operating procedure" in the classroom. This |
| numerous EFL (English as a Foreign Language) | | | | is especially true in my case with groups of learners |
| teaching / learning settings, many times they are not. In | | | | with less than about 250 contact hours of English |
| the case of multi-cultural classes (i.e., in the USA, UK, | | | | which is equivalent to third semester or less. Note: |
| Australia, Canada, India, etc.) where the learners have | | | | Atkinson (1987 and passim) states 150 hours or less |
| different L1s, or when the teacher does not have a | | | | (second semester) for this stage although I have found |
| working knowledge of the learners L1, a frequent | | | | it often extends into an additional semester. |
| occurrence in Asia, Africa and eastern Europe, applied | | | | On occasion, students will bring in a song or lyrics, |
| L1 use in the EFL classroom is severely limited or may | | | | usually Rock or Pop music, and ask the meaning of a |
| be rendered virtually impossible. | | | | word, phrase, expression or sometimes even the title. |
| Use of L1 in the Classroom | | | | In providing the requested explanation (when I can), I |
| In my case, I'll talk about those instances where I do in | | | | use comparisons and / or translations into Spanish as |
| fact use the learners L1 in my EFL classes. I have | | | | often as is necessary. The same may occur with |
| acquired a working knowledge of Spanish and all my | | | | dialogue from popular films, movies and videos |
| university and independent students have Spanish as | | | | produced for native speakers of English. In rare |
| their L1. Although I'm against any substantial use of L1 in | | | | instances, a cassette recording of a radio broadcast |
| ESOL (the teaching of English to Speakers of Other | | | | or book-on-tape has made its way into my classroom |
| Languages) classes, there are situations where its use | | | | for the same reasons. |
| is quite valuable. In addition, at early levels a ratio of | | | | A final common instance in my use of L1 in the |
| about 5 per cent native language to about 95 per cent | | | | classroom is with learners in "repeat" or "remedial" |
| target language may be more profitable than the use | | | | classes of LEP learners. Since these learners have |
| of "English only". (Atkinson, 1987) On the first day of | | | | already demonstrated that the "traditional" teaching |
| class with a new group, I explain to the learners that | | | | methods provided for in their course books is |
| they are allowed to ask "How do you say ______ , | | | | insufficient in teaching them the material. All these |
| in Spanish?" where the Spanish (L1) word or phrase is | | | | learners have failed the course at this level at least |
| filled in the blank. This allows the students to get key | | | | once, some twice or more. I subsequently use a series |
| vocabulary in their written or spoken expression while | | | | of alternative methodologies including translation and |
| limiting their use of L1 in class. | | | | other types of input / feedback in the learners L1 to aid |
| When learners are stumped for abstract lexis, a word | | | | in the learning - acquisition process. These methods |
| or phrase which cannot be easily elicited during the | | | | have, in fact, proved to be very successful. One |
| course of a lesson, I'll simply "give" them the word in | | | | reason may be that use of specially-targeted |
| Spanish to aid in continuing with the smooth flow of the | | | | methodologies and altered classroom conditions help to |
| lesson and not get "bogged down" in trying to come | | | | lower the learners Affective Filters (Krashen - Terrell, |
| up with the elusive lexis by other means. When a | | | | 1983) and direct the new material and lexis to them in |
| student gives me production of incomprehensible | | | | ways more compatible with their individual Multiple |
| language, i.e., I (nor the other learners) cannot decipher | | | | Intelligences and preferred learning styles (Gardner, |
| what the student is trying to say in English, I'll say "Tell | | | | 1983). |
| me that in Spanish." Armed with this new | | | | Conclusions |
| understanding I (or one of the other learners) can then | | | | In conclusion I have stated that my use of L1 in the |
| provide that learner with corrected, comprehensible | | | | EFL classroom is minimal and should not exceed a |
| forms which otherwise might elude both (or even all) | | | | ratio of more than 5% of the L1 to 95% of the target |
| of us. | | | | language. Key EFL classroom situations in which L1 |
| During a written exam, I'll also "give" the learners a | | | | can be utilized include:o requesting new lexiso |
| word or phrase writing it on the board in English and / | | | | explaining abstract termso to aid in the generation of |
| or Spanish to avoid extensive disruption of the | | | | comprehensible input / productiono during exams and |
| test-taking process. Since I do not prepare the exams, | | | | other high-stress situationso to maintain the flow of |
| new lexis can creep into readings, instructions or | | | | dynamic activitieso to explain idioms and expressions in |
| exercises. When a learner, and as additional learners, | | | | songs, movies and videoso giving information / |
| ask for meaning or explanation of the word(s), I'll simply | | | | instructions to LEP learnerso in adapting materials to |
| point to the lexis on the board without speaking. | | | | the special needs of the learners |
| When playing communicative, TPR (Asher, 1966 and | | | | While the use of the learners L1 should be strictly |
| passim) or "fast-paced" vocabulary games such as a | | | | controlled, it is plausible to make accurate use of it in |
| learner favorite called "STOP", I'll again provide a | | | | activities to promote learning and acquisition. Ongoing |
| translation of new lexis to help develop the learners | | | | language acquisition research and in-class practice |
| vocabulary. These could be lexis of places, names in | | | | supports that use of L1 should not be prohibited for its |
| English / Spanish, foods, animals or some verbs or use | | | | own sake, but allowed occasionally as an additional |
| of the L1 in various code-switching activities. (Clandfield | | | | tool in the repertoire of the teacher and the learners |
| - Foord, 2003) This happens especially frequently | | | | as conditions warrant. |
| when I need to explain why a particular word is | | | | Note: Academic references for this article are |
| incorrect or cannot be used. | | | | available on request. |