Using L1 in L2 Classrooms

Using L1 in L2 Classrooms

Students’ first language (L1) is useful in the language teaching field in situations wherelearners are interested inacquiring second language (L2). However, the issue has raised controversy with some second language researchers supporting the importance of first language in the acquisition of second language and others claiming that second language instruction should be given out through second language (L2). They believe that tutors using L1 in giving their instructions are inadequate pedagogues.Some however, give exceptions and allow minimum use of L1 to areas where it deems necessary.

Discussion

Yi-Chun, P & Yi-Ching, P.(2010). The Use of L1 in the Foreign Language Classroom.”Colombian.”Applied Linguistics Journal, 12(2)

Yi-Chun, P & Yi-Ching, in their research findings asserts that the use of first language in foreign language classrooms occurs often though there are lots of criticisms claiming that it interferes with the acquisition of target language. In their arguments, they present three important issues that should be considered when determining the importance of using first language in second language classrooms. They lay emphasis on the rationale for using first language, they major on the implications that first language has the second language and the institution offering the training, and lastly they aimed at identifying the ways that first language assists the tutors on foreign language training. Having carefully analyzed these three key issues, they came to conclude that there is a need for tutors to use the learners’ first language in their pedagogies.

Juliane, C. &Hossein, N.(2009). “The Amount, Purpose, and Reason for Using L1 in L2 Classrooms.”Foreign Language Annals, 42 (4): 742-758

Juliane&Hosseinconducted their study in order to understand controversy surrounding the use of first language in second language classrooms. They took an interesting approach by studying what other sociolinguists had studied. In their research, they focused on explaining the opinions, ideas and arguments of earlier sociolinguists. They contributed much to this study since they gave different opinions and views as expressed by both sociolinguists who supported the use of first language in second language classrooms and at the same time explained the stand made by those who opposed the inclusion of first language in second language learning.

Fiona, C. &Georgios, N.(2011). “L1 to teach L2: complexities and contractions.” ELT Journal, 65(3)

Fiona and Georgios research unravels the contradictions and complexities essential in the making of decisions regarding the use of first language in English language classroom. They analyze data obtained from a Cypriot context after conducting interviews with the Cypriot teachers. Their results portray a number of functions played by first language during learning of second language. They claimed that the decision made by the teacher to use first language in a class situation depends on the affective needs of their students. This explains why most teacher report different percentage first language usage in classrooms.

Anne, E. (2006). “L1 use in the L2 Classroom: One Teacher’s Self-Evaluation.” The Canadian Modern Language Review, 63(2)

Anne while evaluating the effect of first language use and the role of translation as a learning strategy in learning English as a second languageshe comes up with the conclusion thatsecond language learning in classrooms should occur without the interference from first language. He claimed that first language usage in learning second language was an old fashioned method of translating grammar which was fixated on the translation of second language to first language as a way of learning L2.

Sulaiman, J. (2010). “Monolingualsm: an uncongenial policy for Saudi Arabia’s low-level learners.” ELT Journal, 64(4): 459-561

Sulaiman suggests that teachers should flexible in preventing the use of first language in their second language classrooms. This is because they interfere with the second language acquisition. However, as a teacher, using first language has been of help to him in his second language classrooms. It is in this light that he argues that monolingualism should be re-examined in the sense that it assist learners cultivate positive attitudes towards second language learning.

He argues how Saudi students face difficulties in trying to master foreign language and acquire proper academic skills. These problems he attributes them to monolingualism since monolingualism handicaps learners by removing the way they connect new second language information with the life experiences. This makes it difficult for them to connect second language experiences with first language experiences. He makes his conclusion that first language should not be excluded from second language classrooms since he sees nothing wrong with it.

Shelley, A. (2003). “Language Teacher as Language Learner: Identity Loss and Other Issues.” The Language Teacher, 26(6)

Shelley, in her research strongly believes that first language should not be left out during second language classes. Her research came up with sociolinguistic and cognitive reasons to support her belief. In line with this cognitive view, she made her conclusion that learners who are proficient in their first language are cultured cognitive individuals who use their first language skills to make sense of new concepts, the world and a new language. Therefore, using their first language provides them with an important cognitive tool. In other words, if first language is banned in classrooms, it would mean that the cognitive reality responsible for the connection of new concepts to the already existing knowledge is broken and thus chances of better language learning would be tampered with.

Beatriz, C. & Antonio, F. (2004). “Problem-solving tasks in a foreign language: the importance of the L1 in private verbal thinking.” International journal of Applied Linguistics, 14(1)

Beatriz & Antonio support the use of first language in teaching of second language. Their research proved that first language is an important sociolinguistic tool used in collecting ideas and views that can help in mediating second language learning and promote learners interaction in the second language environment. In addition to that, since first language is a symbol of students’ sociolinguistic expression of bilingual status, it acts as a bridge for their identity as first language speakers with the conception of a new self in second language.

Marta, A. & Frederick, D (1998). “Socio-cognitive functions of L1 Collaborative Interaction in the L2 Classroom.” The Canadian Modern Language Review, 54(3):314-343

Marta & Frederick conducted their study to find out the importance of first language in the collaborative interaction of adult native English speakers learning Spanish as a second language. In their study, they viewed first language as a psychological tool responsible for mediating the human mental activity in the external and internal perspective. They believed that first language played an important role in students as it enabled them define the varied elements of their tasks. Their qualitative study proved that first language is responsible for externalizing an individual’s inner speech throughout the second language lesson by regulating his mental activity. They concluded that first language and diabolic exchanges in the collaborative tasks favored the acquisition of second language.

Cook, V. (2001). “Using the first language in the classroom.”The Canadian Modern Language Review, 57(3).

Cook conducted further studies on what Chang did. His main center of study was to find out the varied the varied percentages of first language that instructors use in their second language classes. Using a qualitative mode of research, he conducted his study in the University of California. He attended various second language classrooms with different lecturers. After a thorough analysis of his findings, the results came out that the percentage of first language use among various lecturers ranged between 0 and 90%. The research also explained that instructors use first language for different purposes. These functions ranged from grammar instruction to administration and classroom management. The findings proved important since they reiterated the importance of first language in second language classrooms. They emphasized that for successful learning of second language, first language must be used.

Mark, R. (2010). “Using L1 ‘errors’ of narrative speakers in the EFL.”ELT Journal, 65(1):33-41

Mark also did a research to try and to find out the roles that first language play in the second language learning environments. He conducted his research in two environments. He first conducted his study in a Japanese University where English was being taught as a Foreign Language (EFL). After interviewing various lecturers he compiled his report and reported that first language was used in the classrooms to explain culture specific words or to give activity instructions. In the second study in a Japanese secondary school where English was also learnt as a Foreign Language, they found out that tutors used first language to manage lessons, to give explanations and activity related instructions, as well as create a rapport with the learners.In line with these findings, it wouldn’t beat logic if one has a strong conviction that first language gives the basis for easy understanding of second language since it is used to do many things that enable the lesson to be a successful one. In other studies involving French as the second language in an Austrian university, the findings came out to range between 0 and 18% with an average of 8.8% in five first-year courses in French. While a study with six teenage students studying French showed that first language usage ranged between 0 and 15 with the average standing at 6.9%. These disparity in the results showed that teaching context plays a major role in the use of first language in second language classrooms.

Mack, M. (1986). A study of semantic and syntactic processing in monolinguals and fluent early bilinguals, Journal of Psycholinguistic Research, 15, 463-488

Mack’s research was aimed at finding out the effect of time in acquisition of second language. He wanted to know what would happen if one started learning second language at an early age or at a late age. In as much as his research was tied down as to when one should commence learning of second language, the influence of first language at both ages was also studied. He studied three French children of different ages who were learning English as Foreign Language. The first child was five years, the second was ten years and the eldest was fifteen.His research showed that the earlier the students began learning second language, the better their chances of knowing the language and the better their pronunciation skills. The findings raised the concern that second language learning should occur in a critical period for it to be fully effective. Analysis of his findings led to the conclusion that foreign accents tremendously increased if the second language learning commenced after the age of fifteen years. The review of the findings also proved that second language is normally spoken without any accent if its learning began at the age of six years, with foreign accents if the learning began after the age of twelve years, and with varying results if the learning began between the ages six and twelve.

Ana, L. &Jesu`s, R. (2007). “Getting personal: native speaker and EFL pre-school children’s use of the personal function.”International Journal of Applied Linguistics, 17(2): 198-214

Ana. &Jesu`s focused their study in the analysis of the role played by language in five-year-old non-native and native English speakersin a classroom context. They also aimed at analyzing the teacher’s language as he gave out instruction. This is because the language used by a teacher is important in the child’s linguistic development. They based their research on assumptions that pre-school fulfillment of the communicative needs of children motivated the learners to use foreign language in their foreign language classrooms.

Wenyu, W. &Qiufang, W.(2002) “L1 use in the L2 composing process: An exploratory study of Chinese EFL Writers.” Journal of Second Language Writing, 11, 225-246

Wenyu&Qiufanggave their study a sociolinguistic approach. Their studies noted that, there are two key questions that pertain to the relation between second language pronunciation and age that still remains unresolved. They concluded that, there is no clarity if talented adolescents and adults may learn how to speak second language without foreign accents in adulthood. In addition to that, they affirmed the presence of doubts concerning what stage in life that foreign accents emerge first. By studying Chinese living in USA, their studies revealed thatnative English speaking listeners were able to notice foreign accents in English pronouncements made by Chinese adults who had reached United States of America at an early age of six years.

Conclusion

In a nutshell, first language plays an important role in the acquisition of second language. It is therefore upon the teacher and the learner to decide on the best way to ensure that it does not affect the acquisition of the second language. Furthermore, research has proved that second language is best acquired at an early stage in the learner’s life.

References

Ana, L. &Jesu`s, R. (2007). “Getting personal: native speaker and EFL pre-school children’s use

of the personal function.” International Journal of Applied Linguistics, 17(2): 198-214

Anne, E. (2006). “L1 use in the L2 Classroom: One Teacher’s Self-Evaluation.” The Canadian

Modern Language Review, 63(2)

Beatriz, C. & Antonio, F. (2004). “Problem-solving tasks in a foreign language: the importance

of the L1 in private verbal thinking.” International journal of Applied Linguistics, 14(1)

Juliane, C. &Hossein, N.(2009). “The Amount, Purpose, and Reason for Using L1 in L2

Classrooms.”Foreign Language Annals, 42 (4): 742-758

Fiona, C. &Georgios, N.(2011). “L1 to teach L2: complexities and contractions.” ELT

Journal, 65(3)

Shelley, A. (2003). “Language Teacher as Language Learner: Identity Loss and Other

Issues.”The Language Teacher, 26(6)

Sulaiman, J. (2010). “Monolingualsm: an uncongenial policy for Saudi Arabia’s low-level

learners.”ELT Journal, 64(4): 459-561

Wenyu, W. &Qiufang, W (2002) “L1 use in the L2 composing process: An exploratory study of

Chinese EFL Writers.”Journal of Second Language Writing, 11, 225-246

Marta, A. & Frederick, D (1998). “Socio-cognitive functions of L1 Collaborative Interaction in

the L2 Classroom.” The Canadian Modern Language Review, 54(3):314-343

Mark, R. (2010).“Using L1 ‘errors’ of narrative speakers in the EFL.”ELT Journal, 65(1):33-41

Yi-Chun, P & Yi-Ching, P.(2010). The Use of L1 in the Foreign Language Classroom.”

Colombian.”Applied Linguistics Journal, 12(2)

Cook, V. (2001). “Using the first language in the classroom.” The Canadian Modern Language

Review, 57(3).