# data[].attributes.headline
 Why, when, and how to use L1 in teaching English? 

# data[].attributes.subject
 Why, when, and how to use L1 in teaching English? 

# data[].attributes.body
Enjoy Teaching English. (2023). Using L1 in teaching English: Why, when, and how? [Video]. YouTube.

# data[].attributes.attachment_link.title
Using L1 in teaching English: Why, when, and how?

# data[].attributes.headline
When is it OK to use students’ L1 in the English classroom? 

# data[].attributes.subject
When is it OK to use students’ L1 in the English classroom? 

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.title
When is it OK to use students’ L1 in the English classroom?

# data[].attributes.attachment_link.description
Discover when and how to use students’ first language (L1) in the English classroom and its benefits to support English language learners.

# data[].attributes.headline
 The use of   L1 in English   language   teaching

# data[].attributes.subject
 The use of   L1 in English   language   teaching

# data[].attributes.headline
The Use of L1 in the Foreign Language Classroom

# data[].attributes.subject
The Use of L1 in the Foreign Language Classroom

# data[].attributes.headline
Using Mother Tongue in EFL Classrooms: Pros and Cons

# data[].attributes.subject
Using Mother Tongue in EFL Classrooms: Pros and Cons

# data[].attributes.body
Teaching English with Oxford. (2013, December 20). When should L1 be used in class? [Video]. YouTube. https://youtu.be/TXaZgj7tWbg?si=8BVniKuxtgeTDBof

# data[].attributes.headline
Pros of L1 Use in English Classes. (My opinion)

# data[].attributes.subject
Pros of L1 Use in English Classes. (My opinion)

# data[].attributes.body
1. Understanding and Clarification:

·       L1 can serve as a valuable tool for ensuring students understand complex concepts.

·       Provides a quick means of clarification when students are struggling with instructions or content.

2. Cultural Context:

·       L1 use allows for the incorporation of cultural context, aiding in a deeper understanding of language nuances.

3. Building Rapport:

·       Using L1 at times helps in building rapport with students, making them feel more comfortable in the learning environment.

4. Cognitive Relief:

·       Allowing occasional L1 use can reduce cognitive load, especially for beginners, fostering a positive learning experience.

# data[].attributes.headline
L1 as part of  the principles of learner-centred instruction.

# data[].attributes.subject
L1 as part of  the principles of learner-centred instruction.

# data[].attributes.body
Learners’ first languages and cultures are principles of learner-centred instruction (Parrish, 2019).

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.readable_text
Betsy Parrish is a professor in ESL/EFL teacher education at Hamline University in St. Paul, Minneapolis. She has worked as an ESL/EFL teacher, teacher educator, writer and consultant for over thirty years, with experience in numerous countries. She is the author of Teaching Adult English Language Learners, A Practical Introduction, recently published by Cambridge University Press. In this blog, Betsy discusses the principles of learner-centred teaching.

Learner-centred teaching entails considerable teacher planning and direction

Ask English language teachers just about anywhere whether their classroom is learner-centred and they will most likely reply, "yes." After all, isn't that what we all strive for? What does "learner-centred" mean? Does it mean that teachers let go of control?

First of all, learner-centred teaching does not mean leaving learners to their own devices; it actually entails considerable planning and direction. Also, a learner-centred view of teaching recognises that all learners come to class with rich knowledge and experiences; it acknowledges that each learner brings different language and learning abilities. So, a truly learner-centred approach provides a learning environment that is more likely to address the diverse needs of learners.

Learner-centred instruction means allowing for variation in how a particular curriculum is implemented based on the group of learners in front of us. Also, it means promoting skills and strategies for learner autonomy inside and outside of the classroom. However, this may sound challenging for busy teachers, but if we keep the principles in Figure 1 in mind as we plan for instruction, we can assure that our practices will likely appeal to a wider range of learner needs and abilities.

Figure 1 Principles of learner-centred instruction (Parrish, 2019)

The principles and examples in practice

There are many ways to address these learner-centred principles in the classroom. I'm sharing some very practical ways that I have found particularly productive in a variety of settings (primary, secondary, adult and higher-ed). Think about how these principles and practices could apply in your setting.

Learners' knowledge and experiences are validated

Always start a lesson by activating learners' prior knowledge on the topic(s) for the day.

Use tools such as K-W-L: What do you know? What do you want to learn? What did you learn? Conduct a short Kahoot quiz of learners' prior knowledge on a topic.

Content of instruction is relevant to the learners' needs and interests

Conduct regular needs assessments, not just at the onset of a course.

Share learning outcomes for a unit and invite learners to prioritize those based on their needs (I can do that; I need more work on that).

Use four corners for group goal setting. Post signs that represent learning content, outcomes, or even processes for learning in the four corners of the room. Learners move to the corner of the room that represents their greatest need or interest and share why.

Learners make choices about content and classroom activities

Differentiate tasks and provide options for final learning products, e.g. write a report, or create a poster, PowerPoint, podcast, or short video.

Use the Question Formulation Technique (Santana and Rothstein, 2011) as learners work with a reading, explore a new topic, or prepare for a project. Learners generate questions and categorize them into closed- and open-ended: What are the pros and cons of each? What happens if we turn closed questions into open-ended questions? Then they prioritize and use these questions during a lesson or unit.

Classroom interactions and tasks represent how language is used in the real world

Consider the means by which we communicate to complete a task- digitally, face-to-face, in writing- and create tasks accordingly, e.g. create Google forms that mirror tasks learners need to complete online such as requesting an appointment or making a complaint to a landlord.

Consider what is truly "authentic" use of language for a particular group of learners.

Learners' first languages and cultures are viewed as a resource for learning

Encourage translanguaging, using the L1 as a resource, when exploring sources, in discussions or for note-taking.

Compare languages to develop metalinguistic awareness (How are linguistic features similar or different?)

Classroom tasks challenge learners and promote higher-order thinking skills

Develop tasks where learners create new ideas.

Recognise that learners may have prior formal school experiences that focused on regurgitation of facts and discouraged attempts to challenge assumptions (Parrish, 2015). Help learners develop language needed to express critical thinking, for example, English phrases used to support ideas (An example of this is...; In the text it said that...), or challenge others' opinions (Another way to look at this could be...).

Learners acquire strategies for learning inside and outside of the classroom

Name strategies that are practiced during lessons, e.g. making predictions about a text based on images, titles or headers; categorising new vocabulary into logical groups; using graphic organisers as a note-taking tool.

Ask learners to keep a learning log: How did I use English outside of class? How did I manage the situations in English? What did I do when I couldn't understand?

Model and promote "think-alouds" of how to find answers in a reading or listening passage.

Consider using this list of principles with colleagues to generate your own inventory of learner-centred practices and strive to make your classes as learner centered as possible!
References
Parrish, B. (2019) Teaching adult English Language learners: A practical introduction. Cambridge UK: Cambridge Univeristy Press.

Parrish, B. (2015). Meeting the language needs of today's adult English language learner: Issue brief.

LINCS ESL Pro Project. Washington DC: US Department of Education, Office of Career, Technical and Adult Education.

Rothstein, D., & Santana, L. (2011). Teaching students to ask their own questions. Harvard Education Letter, 27(5), 1-2.
Read Betsy's recent blog posts: Start the year out right with a professional development plan!

# data[].attributes.attachment_link.title
Placing Learners At The Centre Of Teaching | World Of Better Learning

# data[].attributes.attachment_link.description
Betsy Parrish is a professor in ESL/EFL teacher education at Hamline University in St. Paul, Minneapolis. She has worked as an ESL/EFL teacher, teacher educator, writer and consultant for over thirty years, with experience in numerous countries. She is the author of Teaching Adult English Language Learners, A Practical Introduction , recently published by Cambridge University Press.

# data[].attributes.headline
Cons of use of L1 in English classes. (My opinion)

# data[].attributes.subject
Cons of use of L1 in English classes. (My opinion)

# data[].attributes.body
Cons of use of L1 in English classes:

1. Language Immersion:

·       Overreliance on L1 may hinder students from fully immersing themselves in the target language.

2. Communication Skills:

·       Continuous L1 use might impede the development of students' communication skills in English.

3. Confusion:

·       Misuse of L1 can lead to confusion and a lack of focus on the target language.

4. Overdependence:

·       Students may become overdependent on L1, hindering their language learning autonomy.

# data[].attributes.headline
The Role of L1 in English Language Teaching

# data[].attributes.subject
The Role of L1 in English Language Teaching

# data[].attributes.body
Granados, I. (2024). The role of L1 English Language Teaching: Key Factors.