Teacher Discussion Forums

Hello and help....

I just can't seem to eliminate language 1 from my classrooms, .
Any competitive /creative ways of dealing with this problem would be greatly appreciated. Thanks. (Oh, my pupils are 17/18 years old)

Just who is using L1 -- you or the students -- and in what situations?

I teach teens the same age, and high level ones at that sometimes. Let them use their L1 when having discussions with each other (forming opinions, for example), but when they have to practice pair work, of course, they must use as much English as possible, and when they speak to you. Give them an escape route, however. Perhaps they can "buy" a moment of L1 time to ask a question, for instance, with some "L1 Money".

Thanks, my students are using L1 ALL THE TIME! (My L1 is English.) They (and I can understand because I was exactly the same) have zero interest in English. All interest is with the opposite sex, parties etc... They are not highly educated and rather immature. Don't get me wrong, I love teaching them and there's never a dull moment, but it's a challenge to keep them focused...

Truth be told, I don't see any problems with students using their L1 when communicating with each other. In task oriented activities, it makes it possible for more advanced students to help those with difficulties. I think the key here is to strike a balance between language classroom contexts.

My language classroom revolves around three contexts (based on Seedhouse, 2004):

1. form and accuracy
2. meaning and fluency
3. task oriented

In the first two contexts, interaction involves the whole class plus the teacher. In this case, student to student L1 is reduced and the students must produce the target language. In the third context, the goal of the student is to complete a task and to develop their critical thinking. In this case, it is difficult to acheive higher order thinking skills in the target language and so L1 is allowed in their dealing with each other. I balance this off by setting a culminating activity in which the students will have to present their ideas in the target language.

I don't think I really agree... Most of the time I try to facilitate learning but try to avoid the focus on me. And for conversational classes obviously(?) students should be speaking English?? Anyway, a little L1 wouldn't really concern me, but it's clear they're not really trying. Although I do try to keep my classes completely English, that's the method I was taught was best.


Good point though, what does everyone think?
L1 okay, if so how much?

I don't approve of "target language campaigns." In grade school and high school, students were punished by making them contribute 1 peso to the class fund for every L1 word uttered. I think not being able to revert to L1 causes a lot of language anxiety whether or not the student will be penalized.

I do agree, though, that L1 should be kept to a minimum because the language classroom should provide the environment for TL since the students won't be able to find a naturally occuring one. That's why in my language classroom, I am very tolerant of L1 during task oriented contexts. I remind my students, of course, that the use of TL should be prioritized. L1 should be used for communication breakdowns that students couldn't repair in TL.

It's a hard question! I taught English in Mexico for 4 years to fairly priveleged young people, and found that despite occasional resistance they quickly came to enjoy an "English only" environment...since English was prestigious in the culture (to understand movies, sing Maroon 5 songs, attend a good university) they were positively motivated to communicate in English in the classroom. Now I'm teaching Mexican immigrants in a U.S. public h.s. and the situation is very different! In the U.S. against their will, and perhaps feeling that their quality of life has actually declined by the move, they don't have the openness or eagerness to embrace English the way my Oaxacan students did. It's weird, but it makes sense in a way. I do speak alot of Spanish to them, but always try to mix in commands, greetings, expressions etc. in English because of course to be "successful"(academically, and socially) here in the U.S., English is crucial. But the ESL class may be the only place in the school where they feel confident, at ease, and like they can be themselves so to the extent that being able to communicate freely in their language, I am happy to allow it. But it's a totally different situation. In Oaxaca I was very strict about NO ENGLISH in the classroom, and even preferred to speak English to Ss outside the classroom. I think the important thing to keep in mind is, "How can I best serve my students?" and what may be best in one context may not be the best in another...if you let your linguistic ideology determine your choices, you may lose sight of the bigger picture.

I fear I may have been too soft and now it's a question of reigning them in... Not so much my ideology as their laziness . Love kids!

Don't give up. You can change and so can the students. We did discuss this topic awhile ago but I can't find the thread to give you as a reference. I think the more you worry about it, the worse it will be for you and the kids. It is easier if you have an English room because they know they are expected to speak English in that room and they can leave if they don't want to speak English. Usually though we teach in their classrooms and everything is oriented towards their L1. I often used to translate what they said. Of course, I didn't know the language well and so used to make mistakes which they then would have to translate for me. Sometime I just made up outrageous things to get their attention but as I got to know the language better would really try to translate. It starts a discussion of which words to use to express the idea or starts a conversation on a topic of interest to them. Teaching is all about expectations. If you expect that they will give you difficulty, they might. If you expect that they will increase their use of English in the classroom, they might. You can comment at the end of the class that there were 5 more people who spoke in English today and so on. I personally wouldn't punish - I don't like to spend time on negative activities and would rather find something they can't do unless they use English. I think that you will find that they are being influenced by just a small group of students and you can speak to those students privately and find out what is going on. One day, arrange for those students to do something else outside of class - go to the library to get books for the others or find something on the computers for the others, etc. See what the difference is in the classroom atmopshere when they are out of the classroom and then tell them about it privately when they come back. I used to give the class the couse outline at the beginning and check frequently that we were within accomplishing the goals so they could see what they have learned and how far they have to go. On days I was really frustrated with them using their L1 I would go to their schedule and point out that this was English period. Or give them a small candy that would make them speak English or hypnotize them to only speak English or zap them like Mr. Smith in the Matrix so they became me. Some younger classes like to take on an English identity with an English name and English parents - they made a biography with old magazines and pictures of famous stars for parents, their house in California or NY and their pets, cars, clothes, furniture and so on. If you are learning their language, you can demonstrate how much you know and tell them about how much you are studying and how. Your abilities will be seen through your accurate translations of what they are talking about. You can get someone they know and respect in to the class to talk to them in English about why they should/could learn English. Keep it light and fun and get to know them as competant caring individuals by going to the pub with them.

I favour taking the point of view that L1 cannot be eliminated, but should be reduced. There are lots of ways of doing this, but the method I like best is actually doing a class where students get a chance to debate it themselves.

Make it simple, do a graph. Column A is a list of everything they are doing in their classroom, and Column B is a list of everything you expect from them. Make sure when you list the items that the language you use isn't obviously biased towards one column or the other. For example:

Column A: Practice first with our language, Use our language to understand English, Chat in our language because that's what is comfortable.

Column B: Practice in English at all times, Understand English by using English, Chat in English because that's what's more interesting.

From there, somehow get a discussion going as to which one they prefer. Have them rank the most important, in order, and explain why, for example. The point is to get them talking about the disadvantages.

Then, towards the end, you tell them that your expectations are that they do Column B. If done diplomatically, they will respect your point of view, and further efforts to get them to use English as much as possible will have more effect.

I've done this a few times and works wonders.

Cheers.