Monday, November 11, 2013


Great example of how a METU NCC SFL instructor can share her teaching ideas via her blog! Wonderful to see skills developed in CTE319 blossom into teaching practice after graduation. :) Thanks Meral for AN ACTIVITY for PRACTICING CAN/ CAN'T

Wednesday, November 6, 2013

Using L1 in the classroom

In our opening meeting The Director mentioned the use of L1.  How much do you think teachers and students should use the mother tongue in the classroom?  There are two sides to this story.

Use of L2- Students here get little or no external access to English, so the classroom needs to be full of it / They need to see the target language as ‘communication’ rather than ‘rules’ /  Krashen’s comprehensible input theory /  Students can have a ‘feel good factor’ if they can understand and/or use the L2 / Translations of a word or phrase often don’t work because of the need to look at the context / When L1 is used, students come to rely on it, even if L2 and L1 are both used, and become too habituated to bother to try to understand or use the L2 / Using a lot of L1 gives the impression that the L2 is not important. 

Use of L1 - Being aware of differences and similarities between L1 and L2 can help students understand and remember the target language better / Student output may be in L2 after discussion in L1 / There are times when the teacher using L1 saves time - e.g. quick translation, classroom management, psychological guidance etc. / Using only the target language can mean students are alienated against the L2 culture and language or they may feel their own culture is belittled / Students mentally translate anyway / Where both teachers and students are from the same language background, it seems unnatural to communicate in  the target language / Students become frustrated when trying to create if they only use L2 /

See previous discussion on this blog:- look at page 2
and also

What do you think? In which situations do you think L1 is OK or even useful for students? Post a comment.........