Teach english new edition r

What if students keep using their own language?
In Chapter 3 we discussed situations in which using the students’ LI (their m other tongue) 
in class m ight be both sensible and beneficial. However, there are also occasions in which 
students use their native language rather than English to perform classroom tasks, such as 
having a discussion or doing an English-language role-play, and in such circumstances the

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What if?
use of the LI is less appropriate. If we want students to activate their English, they won’t be 
helped if they talk in a different language instead.
W hen students use their LI in such circumstances, they often do so because they want 
to comm unicate in the best way they can and so, almost w ithout thinking, they revert to 
their own language. But however m uch we sympathise with this behaviour, the need to 
have students practising 
English
in such situations remains param ount, and so we will need 
to do something to make it happen. Here are some ways of doing this:
Talk to them about the issues
Teachers can discuss with students how they should all feel about using English and/or 
their own language in the class. Teachers should try to get their students’ agreement that 
overuse of their own language means that they will have less chance to learn English; that 
using their own language during speaking activities denies them chances for rehearsal and 
feedback.
Encourage them to use English appropriately
Teachers should make it clear that there is not a total ban on the students’ own language - it 
depends on w hat’s happening. In other words, a little bit of the students’ native language 
when they’re working on a reading text is not m uch of a problem, but a speaking exercise 
will lose its purpose if not done in English.
Only respond to English use
Teachers can make it clear by their behaviour that they want to hear English. They can 
ignore what students say in their own language.
Create an English environment
Teachers themselves should speak English for the m ajority of the tim e so that, together 
with the use of listening material and video, the students are constantly exposed to how 
English sounds and what it feels like. Some teachers anglicise their students’ names too.
Keep reminding them
Teachers should be prepared to go round the class during a speaking exercise encouraging, 
cajoling, even pleading with the students to use English - and offering help if necessary. 
This technique, often repeated, will gradually change most students’ behaviour over a 
period of time.