The use of L1 in English teaching

Useful interactive language for pupils to be able to say

• I don’t understand
• Please say it again
• What’s the meaning of…
• What page?
• How do you say …. in Hebrew / Arabic?
• I don’t have (a pencil, a notebook, a book..)
• I have a problem (…continuing in L1)
• Wait a minute, please!

Tip 2

• Insist on pupils using the English they know
• If you have taught a bit of interactive language in English, refuse to accept the equivalent in L1.
• Pupil
• אני לא מבין!
• Teacher
• “In English?...”
• Pupil
• I don’t understand!

Tip 3

• Make sure understanding English is necessary!
• DON’T explain in English and then translate into L1: they just won’t bother to listen to the English.

Tip 4

• Translate only what is necessary for understanding
• If there’s one word or phrase they don’t understand, translate it: you don’t have to translate the whole sentence
• Look at exercise 3 on page 4: you can see a list (רשימה) of words, you write the words in the right column (טור) – OK? Do you understand?

Tip 5

• Addressing individual needs
• “If you don’t understand, raise your hand”
• Explain in English (but see Tip 2!), tell those who didn’t understand to raise their hands, go and explain quietly in L1 to individuals afterwards.

Tip 6

• Realistic expectations
• When putting the class into groups to interact in English, don’t expect them to speak only English: expect them to speak English at least half the time.
• Check afterwards (ask them!)

Conclusion

• In principle:
• Using L1 is not ‘bad’ in itself; it is just one more technique at our disposal for helping our students learn; but it needs to be used, like any other technique, appropriately.
• Appropriate use means one of the following:
• If it saves time that can then be used for activity in English;
• If it leads to good, useful learning; ,
• If it gives efficient feedback on what pupils know and don’t know (testing).

Thank you for listening!

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