(British Council, n.d.; Scrivener, 2011)

Reasons:

• in order to learn a language, learners need to have as much contact with that language as possible

• using another language would reduce this contact

In some teaching contexts, there has even been a desire to 'ban' the use of languages already known completely.

When teachers use learners' L1 they have probably done so because they trusted their own instincts and understanding of their class.

• some studies suggest that teachers report feelings of guilt when using the L1

• It is often seen as a 'last resort' - only to be used when all else has failed

(Watkins, 2023)

It really puts communication at the centre of language learning.

(Watkins, 2023)

grammar:

• when learning new grammar items, the learners could be encouraged to think about how the structure is used in their L1

• should raise learners´ awareness of similarities and differences between their L1 and English

content summaries:

• ask students to summarise the content of an article/story in their L1 first

• helps students to focus on the content first

• after the content is clarified, English is used to further discuss it

pronunciation:

• students can experiment with different sounds and find differences to their L1 sounds

• this fosters English pronunciation as they become more aware of certain characteristics

translation:

• give students a sentence (from a context) and let them come up with three different translations

• should show them that not always a 1:1 translation is possible and how important the context is

layout comparison:

• let learners compare different layouts and styles between L1 and English conventions (eg.: letters)

explanation:

• for complex topics, it might be helpful to switch to the L1 for the explanation

(Scrivener, 2011)

1. Legitimize Language Use:

   • Emphasize the use of learners' own language as a valid option during demonstrations of language presentation and instruction

   • Highlight the benefits of comparing languages by incorporating questions like 'How would we say that in Spanish? How is it different from English?'

2. Constructive Activities:

   • Offer activities that actively involve the learners' own language, such as:

     • Using recasts, where the teacher reformulates learners' language into the target language

     • Allowing the use of learners' own language during preparation for speaking tasks

     • Utilizing the first language as a resource to initiate discussions

     • Incorporating literal translations for comparative purposes

     • Analyzing machine translations

     • Designing role plays that explore interpreting and translation

3. Observation Tasks:

   • Create observation tasks that specifically focus on the use of learners' own language. For instance:

     • Record instances where either learners or teachers use a language other than English.

     • Identify the stages of the lesson where this occurs

     • Determine the purpose of such communication (e.g., clarification, seeking help)

     • Evaluate the effectiveness of using learners' own language for achieving the intended purpose

4. Post-Teaching Reflection:

   • Facilitate reflective practices after teaching sessions, with a focus on both learners' and teachers' use of their own language.

   • Address issues such as the balance between languages used, the constructive nature of language use, and potential consequences of switching languages

   • Explore alternative approaches and consider how different language choices might impact the learning environment

   
   

(Watkins, 2023)

1. Pairing Students with Different Native Languages:

   • In a diverse class with students speaking various L1s, pair them up with different native languages.

   • Assign them tasks to research a specific grammar point in English and present a comparative analysis of that point in English and their respective languages.

   • For instance, pair a Mandarin Chinese speaker with a German speaker to explore English articles. This not only reinforces understanding of English grammar but also fosters awareness of linguistic and cultural differences among classmates.

2. Researching Language Points in Shared L1:

   • In classes where students share an L1, assign pairs to research language points in their common native language.

   • Have them contrast these points with English and prepare brief presentations for the class, highlighting differences between the languages.

3. Sandwiching Technique:

   • Utilize the "sandwiching" technique, where difficult English words, phrases, or idioms are substituted with L1 equivalents.

   • Gradually reduce L1 usage as students become more proficient in English, helping them bridge the gap between the two languages.

4. Multilingual Writing Challenges:

   • Engage students in multilingual writing challenges to compare their English proficiency with natural L1 use.

   • Pose simple and enjoyable questions that require written responses, first in their L1 and then in English.

   • This exercise helps students recognize the nuances between their mother tongue and English, including differences in idiomatic expressions and informal language that may not have direct translations.

     
     

These strategies not only utilise the benefits of using the L1 in the language learning process, but also promote collaborative learning, cultural exchange and metacognitive awareness. They offer a balanced approach that recognises the value of the learner's mother tongue while encouraging continuous improvement in English language skills.

(Aithal, 2023)

• have clear rules in which parts of the lesson only English should be used and in which parts more languages are acceptable

• respond positively to every effort that is made to use English

• as a teacher, use English yourself very often serving as a role model

• spend time working on learners´ fluency without correction

• let them work in pairs/groups regularly - some students are afraid of talking English in front of the whole class but not in smaller groups

  
  

  (Scrivener, 2011)