The use of L1 in English teaching

8. Compartmentalization

• Because English should be learnt as a separate system, not dependent on L1
• Impossible, and not necessarily desirable

9. Language as communication

• I want them to use English to communicate: translation isn’t communication
• Not exactly: you want them to be able to communicate in English: it is not necessarily true that the best way to do this is only to communicate in the classroom.

Conclusion

• Most of the popular arguments against using L1 can easily be refuted.
• The only really convincing argument is the importance of providing our learners with as much time as possible to be exposed to and use L2.
• So…the sensible question to be asked is:

• Given that English should be used most of the time… when does using the L1 nevertheless make a positive contribution to learning and motivation?

When does using the L1 help?

1. TO SAVE TIME

• Vocabulary meanings
• Grammar explanations
• Instructions

Vocabulary

• Disappointed: If you are disappointed you are sad because something has not happened or because something is not as good as you had hoped.
• OR:
• Disappointed = מאוכזב
• Now: tell me in English about some situations when you were disappointed!

Instructions

• Please sit in pairs. I’m going to give each pupil a picture, but your picture is different from your partner’s picture. You have to discover ten differences only by talking to each other. You aren’t allowed to look at your partner’s picture. When you have found ten differences, raise your hands.
• שבו בזוגות. אתן לכל זוג ... וכו'.

2. TO CLARIFY

• Vocabulary explanations
• Grammar explanations
• Instructions
• Corrections

Explanations

• An adjective is a word that …
• A noun is …
• In English you put the adjective before the noun. For example: a tall man, a red apple.
• OR
• בעברית אנו אומרים: איש גבוה
• באנגלית אנו אומרים: a tall man, - כאילו - "גבוה איש!"
• נשמע מצחיק... אבל ככה אומרים.
• אז איך תגידו באנגלית למשל: כלב קטן...?