Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Pp methodology expo


Published on

Using the L1

Published in: Education
  • Be the first to comment

  • Be the first to like this

Pp methodology expo

  1. 1. USING THE L1
  2. 2. USING THE L1 Using the L1 is appropriate for students to use the L1 in class when their main object is, after all to learn an L2 (in our case English). The first thing to remember is that, especially at beginner levels, students are going to translate what is happening into their L1 whether teachers what them to or not. It is a natural process of learning a foreign language. It is advisable for teachers to use English as often as possible, and not to spend a long time talking in the students´L1. To use the translation process in the ways described above does not mean return to a traditional grammar translation method, but rather that, from time to time , using the students first language may help then to see connection in differences between the first language and the second language.
  3. 3. USING THE FIRST LANGUAGE IN THE CLASSROOM The majority of English language teaching takes place in classrooms where both the students and the teacher share the same L1 (first language). In these contexts, the L1 is often banned from the classroom, and for many good reasons. Many teachers and heads of department forbid the use of L1 because an all-English speaking environment is prized since it actively encourages communication in English.
  4. 4. BELOW WE CAN SEE SOME GUIDELINES IN THREE LEVELS; FROM BASIC TO MORE IN-DEPTH. LEVEL ONE: FUNCTIONAL Level one can be used by all ELT teachers to help the class function more effectively without essentially compromising the popular principle that English should be used at all times. The use of the L1 is quite restricted and the teacher is always in complete control so there is no chance of the L1 taking over the class.
  5. 5. Now encourages students to draw on their knowledge of their L1 and English to develop language learning strategies. This is essentially done by asking students to make comparisons between the two languages. The teacher is able to do this without the need to use the L1 themselves if they do not want to. Again, if the teacher fears losing control they can use the time out idea to create a ‘window’ from the exclusively all English atmosphere in the classroom. LEVEL TWO: STRATEGIC
  6. 6. Three uses the L1 to develop language awareness, higher order thinking skills, and to explore and comprehend features of discourse in English. The teacher also incorporates the ideas from levels one and two.
  7. 7. TO CONCLUDE These ideas are designed to encourage teachers to make principled use of the L1 in their classroom without feeling guilty about doing do so, while at the same time avoiding the pitfalls that are often associated with its use. Making use of the students´ L1 does not mean we should abandon the commitment to creating an English environment. Although we have seen that the L1 can be used as a enabling tool, English should predominate in an English lesson, especially where the teacher is concerned since, as we have seen, he or she is the best provider of comprehensible input that he students have got. Not only that, but English is the language they are learning, no their L1. However, despite our best efforts, some students find it difficult to use English in the classroom.
  8. 8. REFERENCES: Harmer, J. (2007). How to teach English. England: Pearson. elt-classroom/