For the most part, English language teaching takes place in classrooms where learners and
teachers share the same L1. In these contexts, the L1 is often banned because an all-English-speaking environment actively encourages communication in English. L1 can also easily take over if not restricted.

Learners usually use L1 for the following reasons:

– they are afraid to experiment with the L2 /FL (the new language being learned), which is natural. That is usually because they are afraid of failure and appearing as though they are not capable. In some cultures, ‘saving face’ can have a tremendous effect on a learner’s willingness to make a mistake;

– they are lost, do not understand you, and are not able to follow along with the lesson. Learners might then turn to their peers and ask them to explain in L1 what the teacher is saying or how to do a particular activity. This is an instance where, especially at lower levels, L1 can be used as a crutch to help build vital bridges, linking what learners already know in L1 to new information in L2;

– they are using L1 to perform comprehension checks. Similar to point number 2, there will be learners who use L1 for further clarity, but only for the sake of performing comprehension checks with others.

Advantages of using L1

When learning another language, translation is a natural phenomenon. Research has shown that switching between languages and translation happens instinctively to all language learners and the L1 is actually an important resource in the second language (L2) learning (Cook, 2001; Woodall, 2002).  For these reasons, teachers should try to work with this innate tendency rather than against it.

What is more, when the students’ L1 was not allowed and there were punishments for using the mother tongue, Goldstein (2003) found that students simply did not speak, used their L1 quietly and felt a sense of shame when they were punished for using their own language.

L1 can be used to provide a quick and accurate translation of an English word that might take several minutes for the teacher to explain, and even then there would be no guarantee that the explanation has been understood correctly.

With younger learners at beginner level, it is also particularly effective to use L1 to check instructions, to ensure that concepts have been understood correctly and for general classroom management (for example, to establish the general ‘rules’ for the class at the beginning of the course). Lengthy and complicated explanations beforehand can increase teacher talking time. It can also detract from the purpose, namely building accuracy and fluency.

The teacher can sometimes use the L1 to help learners provide sentences beyond their ability. Learners say a sentence in their native tongue, which the teacher translates for future use and/or reference. This proves especially beneficial with incidental language.

Disadvantages of using L1

However, a word of caution is in place here. Allowing too much use of L1 in class could lead to an excessive dependency on the students’ mother tongue (Harbord, 1992) by both teachers and students. As a result, students lose confidence in their ability to communicate in English, which can significantly reduce students’ opportunities to practice English. Students fail to realize that using English in classroom activities is essential to improve their language skills and they may end up using their mother tongue even when they are perfectly capable of expressing the same idea in English.

Strike a balance

Make principled use of the L1 in the classroom without feeling guilty about doing so, while at the same time avoiding the pitfalls that are often associated with its use.

Encourage learners to draw on their knowledge of their L1 and English to develop language learning strategies, e.g. by asking learners to make comparisons between the two languages.

When looking at a phrase in context that has a particular register or degree of formality, ask learners for an equivalent in their L1 and open up discussions about appropriacy and register.

All bilinguals are aware of words and phrases that are easily mistranslated and produce funny consequences. Highlight some of these instances and encourage learners to play with the language. This will encourage creativity and heightened language awareness.

REFERENCE LIST

Cook, V.  (2001).  Using the First Language in the Classroom.  Canadian Modern Language Review, 57(3), 404-423.

Goldstein, T.  (2003).  Teaching and Learning in a Multilingual School.  New Jersey: Lawrence Erlbaum Associates, Inc.

Harbord, J.  (1992).  The Use of the Mother Tongue in the Classroom.  ELT Journal, 46, 350-55.

Woodall, B. R.  (2002).  Language-Switching: Using the First Language While Writing in a Second Language.  Journal of Second Language Writing, 11, 7-28.