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How diversity influences teaching
Disadvantages of using L1 in L2 classroom
How diversity influences teaching
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3. USING FIRST LANGUAGE IN TEACHING More than twenty years ago, a study done by Atkinson (1987) raised the debate of the role L1 plays in classrooms. In the light of previous discussions, the teaching system has seen an increasing effort in promoting the use of L1 as a tool to assist foreign language learning and teaching. In order to achieve the highest efficiency, we must understand how and when to integrate the L1 tool into the learning, and teaching process. 3.1 WHEN TO USE L1 IN THE CLASSROOM Before using the learner’s L1 in classrooms, teachers should know the criteria for deciding whether the adoption of L1 will be the best choice. Cook (2001) suggested taking four factors into consideration: efficiency, learning, naturalness, and external relevance. Furthermore he suggested that language teachers could decide when to use student’s L1 by asking four questions: will the L1 used generate a more effective outcome? Can the L1 really help the second or foreign language acquisition? Whether the learner feels more comfortable with instructions done in the L1? And will the use of two languages create an authentic environment than a fake monolingual environment, and helps the students master practical use of TL in real world communication? The Littlewood and Yu (2011) study, which examined the purpose for English teachers using the L1 in Hong Kong and Mainland, China classrooms, showed that teachers tend to use the L1 under the following circumstances: to check meanings and ensure the understanding of the TL, to build a friendly classroom relationship, and to manage classroom behaviours (ibid, 2011). Teachers often practice the use of L1 in numerous ways, but some similarities still exist from a framework of basic principles on... ... middle of paper ... ...use of L1 and TL in classrooms. Some will be eager to cooperate, and some not. Therefore teachers must overcome challenges in motivating students to use the TL. This can be achieved through applying different teaching strategies such as diverse classroom organization, different teaching methods, and implementing policies. With the globalization and modernization, English as a global language is taught in many different contexts. Most English teachers are non-native speakers teaching English in their own country, where they share the same L1 with students. By knowing the set of benefits and flaws of using the L1 in classroom, along with the techniques of how to use the L1, it could be beneficial for teachers to master the positive use of students’ native language, and a judicious use of the L1 can even double the efficiency of the foreign language learning process.
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
Aside from these obvious facts, another challenge ELL students may face in school is trying to read fluently in a language that is foreign to them. It is impossible for a student to read in a language that is completely unknown to them. If you tell the student how to pronounce the
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
“In my teaching, I do not usually make reference to the home language of the ELL students I have in class, and I also do not allow my students to speak in their home language in class. I offer practical advice to the ELL students who wish to maintain their home language, but allowing students to speak in their home language at school does not help the students learn English.” (Shim, 2014, p. 47)
Fu (2009) provides excerpts of writing from two ELLs children who wrote to introduce themselves, then she commented by saying “when ELLs like these two children are forced to use only the limited English proficiency they have, the writing can be pedestrian and flat, but if allowed to use their own language to express themselves, they can write vivid pieces” (p. 52). When students are comfortable in using their L1 in conveying the picture they want to deliver about themselves, they will feel more secure in the classroom, according to many writers “most students agree that they feel comfortable during teacher’s code-switching/ code-mixing to L1” (2014, p. 9). Therefore, ELLs can communicate easily with their teachers and their classmates, and they can participate in more activities in the class. Kay said, “ written code-switching is a successful strategy for enhancing communication” (2009, p. 218). It increases their communication between other
Andrew Sampson states that total proscription of mother tongue is detrimental to some extent, suggesting that code switching of mother tongue and English, under a good strategy of control, is useful for academic needs and even communicating purposes by concluding, “The results of this study suggest that code-switching is not necessarily connected to learners’ ability level and rarely signals an unwillingness to communicate in L2, but rather serves communicative classroom functions such as expressing equivalence, discussing procedural concerns, floor holding, reiterating concepts, and forming group relationships” (302). Code-switching not only improves the learner’s proficiency in English, but also allows the students to learn. In most cases, English language is meant for English-speaking students’ at level L2 or L3. Therefore, teachers should help non-native English-speaking students to code-switch in their communications. Code switching would improve the learner’s ability to identify his or her mistakes and correct those mistakes while she or he continues to learn English. At the same time, if possible, the teachers might use code switching to illustrate particular concepts and subjects. In other words, the teachers themselves can use the learner’s L1 or any other language to explain concepts or offer examples on the subjects in the learner’s L1. However, the teachers should avoid using oversimplified English words and vocabularies. This is because such approach would not help the learner to perfect his or her English
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.