The use of L1 in English teaching

L1 in English teaching

• Penny Ur
• ETAI mini-conference
• Har VaGai, February 2011

	True on the whole	False on the whole
1. I try to avoid using L1 in the classroom.
2. When I find myself using L1, I tend to feel a bit guilty about it.
3. I try to avoid translating new words, use translation only as a last resort.
4. If an L1 translation is necessary, I’d elicit from a student rather than giving it myself.
5. I might translate orally, but would not write up L1 translations on the board
6. I would not ask my pupils to do full translation exercises of lists of words, expressions or sentences (English  L1)
7. I would not ask my pupils to do full translation exercises (L1  English)

Lack of guidance

• The use of L1 is seen as something which should, in general, be avoided; teachers often feel guilty about using it.
• But there are no clear guidelines about it.
• Teacher-training courses usually don’t tell you WHY you should or should not use L1, or WHEN it might be useful or counter-productive to do so.
• Let’s look at the WHY and then at the WHEN.

Why shouldn’t you use L1?

Authoritative disapproval

• I was told not to use L1 when I was training
• I was told that the Inspector will not approve my lesson if I use it.
• The teacher’s guides to my textbooks say, or imply, that I should be using English.
• i.e. you’re passing the buck!
• Professionals should make their own informed decisions.