1 / 28

THE USE OF L1 IN THE CLASSROOM

THE USE OF L1 IN THE CLASSROOM. alexandra.reynolds@univ-nantes.fr. A teacher and learners using L1 in an English L2 language classroom. Identity and emotions linked to L1. REFERENCE LANGUAGE. MOTHER TONGUE. L1. MILK TONGUE. LINGUA MATERNA. NATIVE TONGUE. 1ST ACQUIRED LANGUAGE.

bela
Download Presentation

THE USE OF L1 IN THE CLASSROOM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE USE OF L1 IN THE CLASSROOM alexandra.reynolds@univ-nantes.fr IATEFL Glasgow 22 March 2012

  2. A teacher and learners using L1 in an English L2 language classroom.

  3. Identity and emotions linked to L1 REFERENCE LANGUAGE MOTHER TONGUE L1 MILK TONGUE LINGUA MATERNA NATIVE TONGUE 1ST ACQUIRED LANGUAGE How many of you speak more than 1 language? What is your mother tongue?

  4. Language acquisition and NEW IDENTITY New identities linked to new interlanguages

  5. Language acquisition modifies pre-acquired langage(s) and creates new interlanguages L1? --L2? L1?-- L3? L2?--L3? L1 Don’tthink in your L1! Think in English! Don’t translate word for word!

  6. How do you use L1? • Do you use L1? • How do you use L1?

  7. How we avoid students using L1

  8. Direct method Aims to mirror the NATURALISTIC method within an INSTRUCTED environment

  9. Hungarian Experiment Zoltan Dornyei Professor of Psycholinguistics Nottingham University

  10. Jo napot kivanok! Hello! • Dornyei Zoltan vagyok. I am Zoltan Dornyei. • Most Nottinghamben vagyok. I am in Nottingham now. • Hogy vannak? How are you? • Tudom hogy beszelnek angolul. I know you speak English. • Szomjas vagyok, mikor fogunk kavet inni? I’m thirsty when are we going to drink coffee? • Koszonom szepen. Thank you very much. • Viszontlatasra! Goodbye!

  11. Problems with sole use of direct method • Impossible to recreate authentic “immersion” situation seen in L1 acquisition. • Gesticulating no better than miming? • Demands a lot of physical effort from the teacher. • Not always learner centered. • Difficult to check student comprehension. • Students remain silent rather than use their L1. • L1 use seen as a failure.

  12. How do your students use L1? Classroom layout affects student interaction and language choice. Team work and peer-elected group leaders make students responsible for their actions.

  13. ROWS GROUPS

  14. Constructive L1 use in class Translation Making comparisons

  15. Instant vocabulary gratification • Using mini bilingual dictionaries. • Online dictionaries: • Linguee http://www.linguee.com/, • Wordreference http://www.wordreference.com/, • IATEhttp://iate.europa.eu/. • Mobile phones, smartphones. • Laptops.

  16. L1 specific translation issues • Not all verbal forms are translatable. • No present perfect in Arabic (cf. Sara AWAD, IATEFL VOICES Jan-Feb 2012). • No present continuous in French.

  17. Students’ reflections on their use of L1 in the classroom Interview with Science Masters students ESP classroom Faculté des Sciences, Nantes.

  18. Reflecting on my L1 and English Prepare questions which your students can reflect on. How long have you been learning English? How many of your past teachers used L1 in English class? When do you use L1 in class? How do you think your teacher feels when you use L1?

  19. Final points for reflection • A teacher’s positive awareness of his/her students’ L1 language and culture will have an influence on their L2 learner self. • Adaptability: The choice to use or limit L1 in the classroom will depend on your students’ needs.

  20. Downloadable powerpoint and references At Glasgow Online: http://iatefl.britishcouncil.org/2012 Or At Nantes University: http://prodoc.univ-nantes.fr/course/view.php?id=357 Or Leave me your email and I’ll send them to you!

  21. Special Thanks to: Colin McKensie Gloria Barnett-Powell Zoltan Dornyei Xavier Cartron Douglas Carnall Louisa Dunne

  22. References

  23. Awad, S. 2012. 'Absent inter-lingua grammatical equivalence.' IATEFL VOICES 224: 4-5. Byram, M. and P. Grundy (eds.). 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Castelloni, V. 2001. La langue maternelle en classe de langue étrangère. Saint-Germain-du-Puy: CLE International. Cole, S. 1998 ‘ The use of L1 in communicative English classrooms’. The Language Teacher Online.(Retrieved 27 September 2011 from http://www.jalt-publications.org/tlt/files/98/dec/cole.html.) Cook, V. 2001.‘Using the first language in the classroom’. Spreading the influence of Second Language Acquisition. (Retrieved 27 September 2011 from http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1inClass.htm.) Cook,V. (ed.). 2003. Effects of the Second Language on the First. Clevedon: Multilingual Matters. Dornyei, Z. 2009. The Psychology of Second Language Acquisition. Oxford: Oxford University Press.

  24. References continued: Dornyei, Z and E. Ushioda (eds.). 2009. Motivation, LanguageIdentity, and the L2 Self. Bristol: MultilingualMatters. Farrell, T.S.C. 2012. 'Plenary: Reflective practice for languageteachers' in Pattison, T. (ed.). IATEFL 2011 Brighton ConferenceSelections. Canterbury: IATEFL. Feben, B. 2012. 'Grammar mimes: canwework on grammarwithoutpens or paper? ' in Pattison, T. (ed.). IATEFL 2011 Brighton ConferenceSelections. Canterbury: IATEFL. Feuillet, J. 2005. Apprentissage précose d'une langue étrangère et bilinguisme. Nantes: CRINI. Hannam, S. 2011. 'ELT under the microscope.' IATEFL VOICES 223: 15. Krause, C. A. 1916. The Direct Method in Modern Languages. New York: C. Scribner's Sons. Thornbury, S and Meddings, L. 2010. TeachingUnplugged, Dogme ELT. Surrey: DELTA Publishing .

More Related