The use of L1 and TL in English classrooms

In the world of constant integration, people from different countries become closer to each other not only through moving countries, seeking for new adventures and opportunities, but also through the international languages such as English. Over one and half billion people around the world are native or non-native speakers of English (Crystal, 2000). Kazakhstan’s population is not an exception, since many people learn the language. There are schools, language centers and universities where they offer English taught by local teachers. This blog reviews classrooms where teachers and learners share the same first language, where teachers are the ones whose linguistic choices affect on learners language acquisition and development. Recently, the issue whether teachers should use learners’ first language (L1) or a target language (TL) in a foreign language (FL) or second language classroom has been debated a lot, since it occurs to be a factor of effective language teaching.

There are number of countries where the policies on the exclusion of the L1 use are established. The international practices demonstrate that policies of some countries are set to teach a target language through the target language. In countries such as Hong Kong (HK), South Korea, and Mainland China (ML) ‘English is taught through English’ policy is established (Littlewood & Yu, 2011). However, the studies in those countries show that despite the policies there are research evidences on teachers’ practical use of the students’ L1 when teaching the TL in the foreign language classrooms. According to Littlewood & Yu (2011), overall studies have revealed cases from around 10% up to 90% of the L1 use in the foreign language classrooms among the teachers even if the TL is a native language of the teachers.

The issue of the optimal teachers’ use of the L1 or the TL for effective teaching of English is a complex one. Additionally, one should not ignore that it is difficult to define the effective balance between the L1 and the TL use. Macaro (2001) suggests, ‘it seems clear that future research needs to establish some principles for code-switching in FL classrooms by understanding its functions and consequences’ (p.545).  According to Littlewood & Yu (2011), ‘the choice of the L1 or the TL must depend on the nature of the specific situation, topic and students involved, including their proficiency and the extent to which they feel ‘at home’ with the language’ (p.72).

    The fact that ‘the teacher is most often the sole linguistic model for the students and is therefore, their main source of TL input’ (Turnbull, 2001, as cited in Littlewood & Yu, 2011, p. 66), theoretically requires the teachers to create the exclusive TL use environment in the classroom. However, practically the international studies show that both the L1 and the TL contribute in the foreign language classrooms. The question is whether those languages are used properly with no exceed of the L1, since the main goal of the teachers is to realize the second language acquisition effectively.

                                                              References 

Crystal, D. (2003). English as a global language. The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom. Retrieved from chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/http://catdir.loc.gov/catdir/samples/cam041/2003282119.pdf

Littlewood, W., Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching. Vol. 44, 64-77.  doi: 10.1017/S0261444809990310.

Macaro, E. (2001). Analyzing student teachers’ code-switching in foreign language classrooms: theories and decision making. The Modern Language Journal. Vol.85, 531-548. Wiley. Retrieved from http://www.jstor.org/stable/1193074