Immersion in the new language and regular practice are fundamental aspects of fluency development in second language acquisition and instruction. However, there is much discussion on the benefits of using learners’ first language (L1) in language lessons (Cummings, 2007). This article explores some of the main benefits of incorporating students’ L1 in ESOL instruction as well as some practical ideas for activities that could be used for this purpose.
Reinforcing understanding in English and avoiding confusion
One of the primary benefits of using L1 in the English language classroom is that it can form a solid foundation that reinforces students’ comprehension of new knowledge in English (Cook, 2001; Swain & Lapkin, 2000).
When learners resort to their native language to understand new ideas or vocabulary, they are more likely to confidently talk or write about them in English as well. For example, explaining some aspects of grammar (e.g. using passive voice), more abstract vocabulary (e.g. feelings) or instructions for more complex tasks (e.g. the steps of a recipe) using the learner’s L1 to a certain extent allows students to make more accurate connections between their existing linguistic or world knowledge and the new language. The latter then becomes an additional code allowing learners to process knowledge that they have already grasped through their first language.
Reducing first language interference (L1 transfer)
Interestingly, teachers may think that reducing or eliminating L1 from the classroom will increase learner exposure to English and therefore facilitate English language learning. However, it is important to understand that L1 is constantly in a language learner’s head structuring their thoughts and ultimately their sentences in the new language.
This is a natural process called first language interference or L1 transfer, and it is one of the major challenges that second language learners face whilst trying to improve their fluency in an additional language (Derakhshan & Karimi, 2015). Practically, this means that approaching the two languages contrastively - by comparing sentence structures in L1 and English - can draw learners’ attention to structural differences between the languages, make them more aware of syntactical similarities and differences and ultimately help them experience less L1 interference while using English.
Promoting a safe and inclusive learning environment
English language learners, particularly those in the initial stages of language learning, may experience anxiety in a classroom environment where they need to take risks to express themselves in a less familiar language. Allowing them to use their first language in certain situations can help alleviate stress and create a sense of safety.
When students feel their linguistic background is respected and valued, they are more likely to participate in a lesson and take risks while using English. This emotional support can significantly boost motivation and confidence, which are essential elements of successful language learning (Pan & Pan, 2010). Finally, acknowledging the existence of a number of languages within a classroom creates an inclusive and global environment, where students not only learn English but also appreciate linguistic identity.
For ideas on activities using L1 in the ESOL classroom, download our resource by clicking on the buttons at the top and bottom of this article.
References
Cook, V. (2001). ‘’Using the 1st language in the classroom’’. The Canadian Modern Language Review, 57(3), 402-423.
Cummins, J (2007). ‘’Rethinking monolingual instructional strategies in multilingual classrooms’’. Canadian Journal of Applied Linguistics. 10(2): 221-240.
Derakhshan, A. & Karimi, E. (2015). ‘’The Interference of First Language and Second Language Acquisition’’. Theory and Practice in Language Studies 5(10): 2112-2117.
Pan, Y.C & Pan, Y.C. (2010). ‘’The Use of L1 in the Foreign Language Classroom’’. Colombian Applied Linguistics Journal 12(2): 87-96.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the 1st language. Language Teaching Research, 4, 251-274.
