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L1 use in the L2 classroom

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richpemberton

Talk for MA TESOL class, University of Nottingham

Education
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MA TESOL Current Issues in TESOL: To what extent should we use L1 in the L2 classroom? Richard Pemberton School of Education 7 February 2011
Outline for the talk ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Approaches to L1 use over time ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 1: experiencing a Direct Method approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Current policy and practice: an example and a quote ,[object Object],[object Object],[object Object],[object Object]
Why has ‘English Only’ (as far as possible) been preferred? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Is ‘English only’ (direct method) always maintained?
 
How much L1 use by teachers is there? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 2: Your experience ,[object Object],[object Object]
Reasons for a monolingual approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reasons for a bilingual approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reasons for a bilingual approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Functions thought to be appropriate to the L1: Atkinson vs Harbord ,[object Object],[object Object],[object Object]
Functions for the L1 used by L2 teachers: two studies x Highlighting important information x Saving time (translating what just said to L1) x Giving background information x Explaining difficult vocabulary/grammar x x Maintaining discipline x Giving feedback x Giving individual comments x Translating/checking comprehension x Giving instructions for activities Liu et al 2004: EFL teachers in S. Korea Macaro 1997 (cited in Cook 2008: 182): FL teachers in UK Top five most common functions [order for Liu et al changed from original]
The monolingual EFL classroom ,[object Object]
 
 
Activity 3: Dilemmas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
One principled approach ,[object Object],Strategic use of L1 Compensatory use of L1 Core goals Planned learning activites Ad hoc ‘crutch’ to help learning Framework goals Affective and interpersonal support Aid to classroom management
As opposed to an unprincipled approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Harmer’s (2007: 135) conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Using L1 in the L2 classroom: some techniques ,[object Object],[object Object],[object Object],[object Object]
Food for thought: how far do you agree with these quotations? ,[object Object],[object Object],[object Object]
Food for thought: how far do you agree with these quotations? ,[object Object],[object Object],[object Object],[object Object]
Questions for further discussion ,[object Object],[object Object],[object Object],[object Object]
Acknowledgements ,[object Object],[object Object]
References (useful starting points in bold) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Further Reading ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Ideas for Teaching ,[object Object],[object Object],[object Object],[object Object]
Discussions in Teacher Forums ,[object Object],[object Object]

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L1 use in the L2 classroom

  • 1. MA TESOL Current Issues in TESOL: To what extent should we use L1 in the L2 classroom? Richard Pemberton School of Education 7 February 2011
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7. Is ‘English only’ (direct method) always maintained?
  • 8.  
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. Functions for the L1 used by L2 teachers: two studies x Highlighting important information x Saving time (translating what just said to L1) x Giving background information x Explaining difficult vocabulary/grammar x x Maintaining discipline x Giving feedback x Giving individual comments x Translating/checking comprehension x Giving instructions for activities Liu et al 2004: EFL teachers in S. Korea Macaro 1997 (cited in Cook 2008: 182): FL teachers in UK Top five most common functions [order for Liu et al changed from original]
  • 16.
  • 17.  
  • 18.  
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
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  • 30.
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