L1 and L2 Use in the Classroom: A Systematic Approach by Paul Nation (1997)

1. L1 and L2 Use in the Classroom: A Systematic Approach by Paul Nation (1997)
In thispaper,Nationpresentsthe readerseveral problemstobe facedinclassroomswhere
second language (L2) isbeingtaught.These difficultsituationsconcernthe useof the mothertongue
(L1) overL2. The authorstatestwoprinciplesasa cornerstone;firstisthatthe issuespresentinthe
classrooms should be solved using pedagogical methods rather than disciplinary or administrative
procedures.Secondisthata possiblecomplicationwill havedifferentcauses,therefore,the teacher
should count with a bundle of solutions that can vary from asking the learners why hitches are
appearing, tomodifyingthe contextof alessontomake the studentsmore comfortable. Nationalso
suggestswaysto fosterthe use of L2 inthe school room, consideringdifferentcircumstances,such
as the learner’s proficiency or the context of a task, which can be adapted on behalf of the use of
L2, proposingmore thanone solution, suchasgivingthe learnersthe chance tobe preparedfor the
learning. Besides he introduces the topic of student’s motivation, who feel reluctant to use L2,
presentingthe correspondingsolutionsof thiscritical matter, explaininghow eachone will impact
the student’sinteresttowardsL2.For instance,he argues thata studentthatis informed aboutthe
task, knows the value of using L2, has a part on the solution making, and do not feel threatened
duringthe task, will be more willingtouse L2. Inspite of the writerpromotesthe use of L2, he also
states that L1 can be also a tool when it comes to make things clear, such as giving important
instructions or explaining grammar points. Coming to an end, the author recommends systematic
approachestodeal with classroomissues,introducinganeedtoinnovate,whichcanbe classifiedin
three major categories (Chinand Benne, 1969) power-coercive, rational-empirical and normative-
reeducative.
In my own conceit, Nation’s opening statement “teachers should try to solve classroom
problems through the application of pedagogical skills rather than through administrative or
disciplinary procedures” (1997, p.19) is really real based; there are issues which solutions are far
beyond the punitive measures, for instance the fact that students are not willing to use L2 during
classroomhours;a problemthat,whenitcomestome,hasto be approachedina harmlessway,so
the learner’s motivation towards acquiring a new language may not be jeopardized.
The author also starts with another proper opening statement, which says that a teacher
may need to put together a package of complementary solutions rather than just try one possible
solution (1997, p.19) making its introduction absolutely persuasive. The interesting matter of this
statement is that the author does not just argue that, but he also supports its offering his own
solutionstocertaincases,andeachone is exemplifiedinapractical way,as itis the case of a group
using Samoan language (1997, p. 24) connecting it with his idea of how can L1 can help learning.
Another engaging point in the assignment was the fact that the author proposes a variety
of solutionsforthe problemof learner’sattitudetousingEnglish. Basedonmyexperienceworking
at L2 learners classrooms, student’s motivation is a real critical matter, in which student’sopinion
about the language can vary from “I don’tthink it will be useful forme” to “I don’t care”. The fact
that Nation introduces several solutions for this it is already convenient,however, the fact that
those solutionsare easytoapply,exemplifiedandwell-structured, makesitinareallyadvantageous
tool, which, after reading the paper, I decided I will totally apply in my future classes.

2. Lastly, the writer does not write the article based on just his opinion or thoughts, he also
draws on otherauthors,such is the case of the systematicapproachto deal withclassroomissues,
where he makes a reference toChinand Benne’sworkabout the innovationandits classifications
(p. 25)., or in the case of how can L1 can be useful he refersto Auerbachinvestigationon“English
onlypolicy”(p.23).Thatistosay,wecanacknowledge thattheauthorhasinvestigatedwidelyabout
the topic, adding credibility to his work and also giving the reader a direct way to follow-up the
references to get more into the topic.
Comingto an end,Nation’spaperisa totallyuseful tool atthe momentof approachingthe
use of L1 and L2 in a classroom. However, there is a point I really missed there; empirical facts.
Althoughthe theoryis reallypersuasive, some dataor proofsthat this had alreadyworkedbefore,
would have made this paper perfect for me. On the other hand, this leaves an open door for me,
givingme the chance to be part of the oneswhocan test it,and write aboutthisfrom my personal
point of view. Overall, Nation’s paper is a really interesting resource to use.
REFERENCES
Nation,P.(1997) “L1 and L2 Use in the Classroom:A SystematicApproach”.
Arnoldo Cabrera