Should L1 be used in ESL CLASS
Judicious
use of L1 in Second language learning
Using L1 is not the problem. The problem is when and how to use
it. Before answering this question, it should be born in mind that L1 use must
be considered “as a means to an end”. The target language must be used where
possible and L1 when necessary. Here are some examples of appropriate use
of L1 in ESL classes.
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Beginners
The mother tongue can be probably more beneficial to beginners. As they
progress in their learning the target language will take the lead.
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L1 can be time-saving.
Instead of going through a long explanations in the target language, it is
sometimes easier and more efficient to give a translation of a vocabulary item
or an explanation of a grammar point. Imagine a teacher who wants to
teach the word “car” to Malayalam students and start by phrasing the explanation
as follows “a car is a road vehicle with an engine, four wheels, and seats for
a small number of people” while a simple translation of the word ( or perhaps
the use of visual aids) would be enough.
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Comparison
A comparison of English and the mother tongue can be a very enriching experience.
In fact, discovering the similarities and differences of both languages can
enhance the TL acquisition. This comparison can be done at different levels:
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Vocabulary
– Exploring the nuances of vocabulary items in both languages
– Building bilingual (or even multilingual) semantic maps
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Grammar
– A comparison between L1 grammar and TL grammar yields interesting results.
– This comparison will highlight the differences between the two languages.
Teachers and learners may build on these differences to avoid negative transfer
( L1 transfer which may be a source of errors.)
– The comparison also shows the similarities which will undoubtedly boost the
internalization of the TL grammar.
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Culture
Language is a vehicle for cultural aspects. If teachers ban the use of the
mother tongue, this underlies an ideological conception of L1 culture as being
inferior. Alternatively, cultural differences and similarities can be
highlighted to help learners accept and tolerate differences while at the same
time preserve their cultural uniqueness. This can be done through various
activities where L1 plays an important role.
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Proverbs
Students may be given a set of proverbs in the TL and be asked to find the
corresponding ones in their mother tongue if they exist. If not they try to
translate the proverbs into their language.
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Idiomatic Expressions
Again, finding the corresponding idioms or a translation of TL idioms might be
very helpful to detect cultural differences or similarities
§
Songs
Translation of lyrics
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Jokes
Funny ESL activities can be built on jokes. Students may translate and tell or
act TL jokes to create a free stress environment and spot TL cultural
specificities.
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Stress
Using L1 gives a sense of security and acknowledges the learners
identity, allowing them to minimize the stress they may feel in ESL classrooms.
With careful use of L1 learners may become willing to experiment and take risks
with English.
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Needs
Learners needs must be expressed in L1 since the TL is not yet
mastered . Learners will never be able to express and communicate their needs
with a language they speak poorly.
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Classroom management
Management of conduct and discipline is sometimes hard to be
done in the target language. For instance, if a serious problem emerges in the
classroom, will the teacher really insist on an English-only policy when coping
with it?
§
Grammar
L1 can be of great help when teaching grammar. Translation exercises for
example may be the perfect practice when there is a grammar point that is
causing trouble to students.
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Instructions
According to my experience with ESL classes, I can dare say that so many
failures in tests were due to learners lack of understanding of instructions.
L1 can be used to redress this issue, helping students to understand what is
exactly asked from them.
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Rationale
Students need to understand the rationale behind activities or methods. It is
important that they know where they start and what they will able to do. They
should understand what lies behind the methods the teacher is using. This can
only be done at this level through the students native language.
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Errors
Discussion of some recurring errors. It is true that a lot of errors are caused
by L1 transfer. Malayalam students, for example, say “I’m agree” instead of
“I agree” which is an error due to L1 transfer. A discussion in L1 of such errors will help students overcome these problems.
Of course, the list may be extended to other areas of second language teaching.
Conclusion
The debate over the use of L1 in second language teaching
hasn’t been settled yet. On the one hand there are those teachers who reject
the use of L1 altogether or fail to recognize any significant potential in it.
On the other hand, there are those who either massively overuse it. Both are
abusing a resource of great importance and delicacy each in his own way. My
view consists of using the target language as the medium of instruction when
possible and switching to the mother tongue when it is really necessary. A
rational and judicious use of L1 in ESL classes can only be advantageous. L1
use must be tuned up with effective target language teaching, taking into
consideration learners mother tongue and cultural background and using them to
the best of their interest.
