Chapter 2: Literature Review
2.2 Using L1 in Teaching Methods
2.2.7 Other Teaching Methods and MT
A number of teaching methods do not have much involvement with the MT. Nevertheless, the MT is stated in their implementation, whether it is negative or positive. Gattegno’s Silent Way method, developed in 1972, considers L1 to be a valuable tool and it can be used to give feedback, especially in the beginner levels. It can give meaning to a whole concept, not a word-for-word translation, and if
necessary to give instructions (Larsen-Freeman and Anderson, 2011). Moreover, the teacher may benefit from the MT phonetic sounds, which are like the TL, in order to build upon students’ ‘existing knowledge’ of the MT (Larsen-Freeman and
Anderson, 2011: 64).
Asher’s Total Physical Response (1977) ignores the use of L1. The only time it is utilized is when one is explaining the procedure of the method and the instructions (Asher, 1969). Most of the explanations it provides are via body movements and ‘rarely the native language be used’ (Larsen-Freeman and Anderson, 2011: 110).
Lozanov’s Suggestopedia (1979), which later became known as Desuggestopedia, also does not generally tolerate students’ native language. Perhaps the only usage of L1 is to employ translation ‘during the reading students are able to refer to the translation in their mother tongue’ (Lozanov and Gateva, 1988: 93). Larsen-Freeman and Anderson add that the teacher also might resort to L1 if needed, but should reduce the use of it gradually (2011).
Jacobson’s New Concurrent method was developed in 1975. It suggests that since children generally come from a certain class and background with an identity related to their mother tongue the MT and TL should be used concurrently (Jacobson, 1990). Therefore, it accepts this situation or fact and not only allows the students to use L1
in certain functions, but also utilizes L1 judiciously (ibid.). In this method, L1 plays a major role in functions such as drawing students’ attention and giving them feedback (Cook, 2001). In the New Concurrent method, both languages are
improved, so children are able to switch between them efficiently (Jacobson, 1990). Cook assumes that “Jacobson's switch-points resemble the patterns in real-life code- switching, adapted to the classroom” (Cook, 2001: 412).
The Lexical Approach, published by Lewis in 1993, concentrates on
‘comprehending’, ‘producing’ and developing ‘lexical phrases’, ‘chunks’ or
collocations (Lewis, 1993: 95). For example, the noun ‘exam’ associates with verbs such as ‘take’, ‘fail’ and ‘pass’, which are introduced in phrases or in complete sentences to the students (Lewis in Richards and Rodgers, 2001). Lewis (1997) affirmed clearly that L1 plays a vital role in teaching and learning in his approach. Students’ first language is considered a valuable tool when the teacher cannot explain a difficult concept. Lewis (1997) suggested that the translation should be chunk-for-chunk instead of word-for-word. Providing the equivalent word combinations in L1, in the Lexical Approach, is a technique for raising students’ awareness and understanding of the TL.
The Silent Way, Total Physical Response, Desuggestopedia [and maybe New
Concurrent]
are identified as ‘humanistic methods’ (Stevick, 1990: 66). In recent years, technology has emerged as a crucial element in teaching and learninglanguages. It is not merely an electronic dictionary or a smart board, but teaching and learning through the World Wide Web. For instance, blogs, YouTube, Wiki or social network sites such as Facebook and Twitter are used as useful resources and tools to learn and teach languages (Larsen-Freeman and Anderson, 2011). In fact, ‘the use of technology for the latter is at least a significant methodological innovation’ (ibid: 200). The role of a students’ native language in order to administrate a task, via a website, may be accepted for ‘communication and support, as needed’ (ibid.: 210). Since the lesson is organised as a task, the TBLT procedure including the
interference of L1 during the task can be followed as a way to clarify the
instructions. To sum up, L1 is considered to be a valuable tool in recent methods, especially in bilingual contexts where L1 and L2 are used effectively. There are
other methods in which L1 plays a positive role in the classroom, although these methods are rarely implemented in the classroom. Examples are Cognitive Code
Learning and Community Language Learning (CLL) and, in addition, those rarely
mentioned in the literature, such as The Dodson’ Bilingual Method (see Table 2.1).
Table 2.1: L1 Involvement in Teaching Methods
Method L1 Involvement
GTM L1 crucial for both teachers and students to use in functions such as translation, grammar explanation, communication and giving instructions.
Direct L1 to be banned
ALM/ Audio-Visual L1 to be almost banned; although a few researchers suggested a minor limited use of L1 but only by the teacher.
CLT and TBLT L1 to be occasionally tolerated to explain new vocabulary, to clarify vague instructions and to some extent for social purposes
CLIL and Canadian Immersion Programmes
The two methods are applied in bilingual contexts and L1 is tolerated by both teachers and students and even the content, e.g. text book.
Translanguaging L1 is part of the curriculum and it is accepted not only to learn the TL but also for other purposes in the classroom.
Silent Way L1 to be considered valuable to give feedback, meaning a whole concept not word-for-word
translation, instructions and benefiting from the MT phonetic sounds, which are like the TL.
Total Physical Response L1 to be used in limited situations such as explaining the procedure of the method.
Suggestopedia/ Desuggestopedia
L1 is not tolerated; although few exceptions for the teachers, yet they need to reduce it gradually; also students could do some translation while reading. New Concurrent L1 is accepted as code switching, it is part of the
method and L1 can be used effectively in functions such as drawing students’ attention and giving them feedback.
Lexical Approach L1 is crucial to explain difficult concepts and translation should be chunk-for-chunk instead of word-for-word.
Cognitive Code Learning
L1 is important in certain functions such explaining grammatical points and meanings.
CLL L1 plays a positive role in translation, giving feedback and instructions.
Dodson’s Bilingual Method
L1 contributes in functions such as grammar explanation, communication, conveying meaning.