Hello Annabelle Leve,

 Many strongly  believe that the use of students' L1 and L2 learning are wrong bed-fellows.However, language (L2) use for LEP (limited English Proficiency) students can turn into a persistent dilemma since such learners are not well-prepared for benefiting from immersion classes yet.  As such, you are absolutely right to assume that the use of students' L1 can have a spill-over effect on their L2 learning . One reason is that the use of  L1 may have a great bearing on on learners' achievement and motivation in  L2. Another reason is that  use of students' L1 helps to reduce the inhibitive stress, frustration and misperceptions often  influencing L2 learning processes of LEP learners. For further details, the following link can provide you with the evidential basis supporting your interesting argument.

Best of luck,

R. Biria 

https://carla.umn.edu/immersion/acie/vol4/Bridge4.2.pdf

yes, thanks George.  This is particularly relevant as the students I work with are in a system where the dominant language of education is not the language they grew up with.  Therefore, there is a double translation happening from their native language, to their second language, in trying to learn English as their 3rd.  This is the issue I want to explore further.  Thanks for your response.  And thanks to Reza as well - as you can see the language 1+2 plus subsequent languages causes even more complications in the equation.  And Reza, I cannot get your link to work?

Dear Annabelle,

it is not only possible – I think that it is the best method. Do not deny your idea please! I felt sick and vexed when my teacher used Slovak language during their foreign language classes.

In the first year of bilingual high schools, 14 -15 years old Slovak pupils learn the “working” language (WL) 4 lessons a day. In 2nd-5th years, some subjects are taught in WL. With respect to your question, my experience of a math teacher at a French-Slovak bilingual high school was twofold.

However, like you Annabelle, I was rather lonely with such an attitude.

Thank you!  It is so good to hear the experiences of those teaching and learning in a comparative context, and seeing the benefits of this approach.

 I also try to help students to learn a bit of sign language - not formalised, just basic instructions with the help of actions - eg, 'speak', 'extend - whole sentence', 'listen', open your books, write in books, stand up, get into groups etc...  always saying the instruction with the actions.  As I am working with pre-service EFL teachers this has a double benefit, modelling the language with meaning as well as providing instruction.  

I don't think it's a good idea to use L1. If possible, you should used L2 in a simple way such as short instructions and visual aids. I used to observed many primary school English language teachers in Vietnam who successfully used almost hundred percent of English even though the students were just at the beginning level. 

In our experiences, teaching Italian as foreign language to young refugees and other low educated people, we use only Italian. Some time we let the students use their mother tongues, especially to work together. It's important to enhance the language skills of the learners.

It is possible if you use pictures, body language etc., but it may not be always advisable.

It is believed that judicious use of L1 can be facilitative in language classrooms. To know more you can refer to the book by Guy Cook (2010)   "Translation in Language Teaching" Oxford University Press.

Dear Annabelle, it may be relevant and interesting for you to explore the concept of translanguaging pedagogy. If you have time, consult for instance book titled Translanguaging with Multilingual Students by Ofelia Garcia and Tatyana Kleyn or read research by Andrea Young conducted in France in 2014-2015. Translanguaging deals with emergent bilinguals and the most recent research papers point to many advantages related to allowing your students to use their full linguistic repertoire during a class. I am in the process of analyzing data from a bilingual school, in which there are four official languages equally recognized therefore in the classroom there were very commonly four languages spoken at the same time. Teachers aim was to lead the lesson in English for instance, however, by providing explanation or simple translation into another language (or several other languages) + by allowing students to negotiate meaning in their own language(s) certainly facilitated their learning and contributed to amazing atmosphere as well as fun and cooperation rather than pressure and stress, which is sometimes related to target language only while teaching a language and may even lead to language learning blockage in some cases. I must admit that my experience corresponds with Reza Biria's points. Enjoy your project!

Highly improbable.

I usually work with more advanced English students, but my model for low-proficiency students stems from my high school German teacher many, many years ago.

He used English for the first 5-10 minutes of the class, then switched to German for the actual learning activities, then switched back to English for 5-10 minutes at the end of the class period.  The sections of English included administrative things (taking attendance), perspective about what we would be learning, and clarification of homework.  

That seemed like a good model to me.

Hi dear 

I think it is possible with little use of their native language when needed  to save time and effort or to clarify ambiguous  things. 

Liqaa 

I like your answers dear Michael W. Marek as they are easy and understandable. 

Liqaa 

It is entirely possible, though your students might be a little bit confused at the very beginning. Regardless of age and group dynamics, be prepared that your students will need approximately 2-4 weeks to get used to the routine, however, once they grasp the basics you can easily go on focusing on the input you planned to do teach them.

Teaching English language at low level EFL students is quite practical if body language is meaningfully applied. It depends upon whether a particular sentence structure is focused or meaning of a word or category of a word such as noun, adjective, adverb etc.is well explained. Since sentences in spoken or written forms are based on simple rather than complex or compound sentences at low level. Developing vocabulary for certain nouns may be challenging but by using certain images or pics it can smoothly be overcome.  However, in case of adult EFL students, it may be more challenging to transmit information what it logically means.

Of course, it is possible. But there are many aspects that are to be considered practically to succeed in teaching English at low level through English only.   This teaching method nothing but a direct method, using target language (English) only to teach the same language to any student whose mother-tongue (L1) is other than English.   It is advantages to use English as medium of instruction to teach English even for low level classes.    

I would say no. Recently I was a teaching a B1 class of adult EFL learners between the ages of 40-50. I couldn't do it only in English. I had to use their native language especially when I was explaining certain words or phrases.

Abdullah, I have done it - and in a situation where you do not know the L1/native language of your learners, or in a mixed L1 group of learners, it is being done in many contexts. The differences in opinions seem to relate to whether or not the teacher shares the L1 of the students or not - and as I previously mentioned, using L1 to explain certain words or phrases (or concepts) is more of an issue of expediency rather than a necessity. Still an interesting challenge for all TEFL practitioners, thanks for your thoughts.

hi, if you know the students' l1, why not using one of the valuable resources you have to convey the message. it is an enhancing tool of conveying grammatical structures, some class instructions and assessment. the strategic teachers should do their best to convey the message. best