as you settle in, consider…

What L1s do students in your college speak?Does your college encourage students to speak English as much as possible? How?Where and how will your students use English in the future?

As you settle in, consider…

FACULTY OF HUMAN SCIENCES | DEPARTMENT OF LINGUISTICS

20 September 2019

Do Let Them Get Away With It: Students’ First Language Use in Multilingual ELICOS ClassroomsPHIL CHAPPELL & YULIA KHARCHENKO

Some pragmatic/strategic use of L1 (e.g. vocab/grammar, false friends, e-dictionaries)

Translation is important in teachers’ own language learning experience

Too much (same) L1 in the class reduces English exposure

Important to maximise ‘20hrs per week’ of English practice

Policy communication is important (e.g. not patronising)

BUT there is a lack of:

Research into L1 use in ELICOS (no ‘hard data’)

Clarity on how to use L1 in the classroom in meaningful ways.

What do ELICOS teachers say about English Only


A RECENT DISCUSSION ON AUSELT FACEBOOK GROUP

Workshop plan


1.L1 in practice and research 2.Some ‘hard data’ from a recent study3.Small group discussion 14.More ‘hard data’5.Small group discussion 2 and feedback

L1 Use in ELICOS: Research and Common Practices

L1 practices and research


Maximum exposure

Immersion is best

No direct translation

Use Eng-Eng dictionary

L1 as interference

Translanguaging (Garcia, Li Wei, 2014)

Healthy linguistic diet (Mehmedbegovic, 2011)

Linguistic multi-competence (Cook, Li Wei, 2016)

Identity and investment (Norton, 2013; Pavlenko, Blackledge, 2004)

L1 as ‘scaffolding’ (Kerr, 2014)


ELICOS is an English teaching sector,

so why should we be concerned about

supporting and using other languages

our students can already speak?

We claim that there is still room to

include L1 in multilingual ELICOS

classrooms and benefits to doing so.

Our Study

THE IMPACT OF A (STRICT) ENGLISH-ONLY POLICY ON ELICOS STUDENTS AND TEACHERS

• English-Only environment, both in and outside class• Focus groups (10 teachers)• Surveys (69 students CEFR B1+)• Interviews (2 students)• Perceptions of the English-Only • Experiences with the English-Only

Some details


“The English-Only rule in my College is…”

Students’ perceptions of the English-Only


A very bad idea

A very good idea



How much do you agree or disagree with the following?

The English-Only rule…

Out of 5 Agree (%)

… is important for learning English successfully 4.48 90%

… increases my motivation to learn English 4.06 79%

… helps me learn English in class 4.33 87%

… helps me practice English when I’m not in class 4.24 81%

… helps me make friends from other countries 4.39 87%

… prepares me for using English outside the College 4.30 81%

I want to learn to speak English like a native speaker 4.51 88%



I strongly agree with Only English rule. The reason why I came here is to study English so I need to speak English wherever I go (Student, B2, Korea).

I like [English-Only] because it makes it easier to communicate with people from other countries that have the same goal as me, which is to learn English, and it's a really good way to make friends (Student, B1, Mexico).

Teachers describe English-Only: very good, useful, motivational mixed, utopian, an idealGood for: fluency, pronunciation, listening practice, vocabulary, regular communication

Teachers’ own language learning experience is a factor in their beliefs

Teachers’ perceptions of the English-Only


[The English-only policy] can only be beneficial for getting them ready and up and running for life in a country that speaks that language (Teacher P)

I think that students that speak only English improve at a faster rate compared to students that don’t. (Teacher M)

Discussion 1 - 10 minutes, small groups

Is there an English-Only policy in your college? To what extent is it upheld? By whom? Does it apply to classroom only or campus as well? What is your opinion of it?


What is your personal approach to L1 use by your students? Why?How strict are you about (not) allowing L1 in the beginner classrooms? Why?What about higher proficiency classrooms (e.g. upper-intermediate)? Why?

Our Study – part 2

Students’ experiences with the English-Only


I was crying and talking to my mother because I have received a bad news from my country. I was in an empty room, but it wasn’t the specific space that I am allowed to speak in my language. […] A teacher saw me and she was very rude and made me go to the correct room (Student, B2, Brazil).

When I had a meeting for university pathway students after class, one Korean guy came in who has poor English skills and he couldn't understand what teacher said. I could help him in Korean but I wasn't allowed to speak my own language at that time (Student, B2, Korea)

Imagine how difficult it must be for them to communicate knowing, “Oh we will be punished if we’re using…” So I can’t imagine what must be going through their mind, it must be really very, very difficult (Teacher Z).

Some teachers strongly supportive, others unsure about English-OnlyEnglish-Only is hard to implement efficiently and fairlyCommunicating the policy appropriately is key

Teachers’ experiences with the English-Only


“Hey, speak English, hey, speak English, hey, speak English, hey, speak English” (Teacher S)

If we don’t remind [the students] constantly then they will keep on doing what they’re not supposed to be doing (Teacher Z)

Most of [the students] are adults, 18 and above, so you can’t really enforce that? (Teacher H)

Policemen catching criminals?


Some teachers spoke about patrolling the premises andcatching students who don’t comply with the English-Onlyrule and try to get away with using L1. They also wantedthe management to walk around a show a little bit moreauthority in respect to the rule.

Others refused to actively hunt people down and drag themaway to the management’s office to receive a penalty forspeaking L1.

Some teachers spoke about patrolling the premises andcatching students who don’t comply with the English-Onlyrule and try to get away with using L1. They also wantedthe management to walk around a show a little bit moreauthority in respect to the rule.

Others refused to actively hunt people down and drag themaway to the management’s office to receive a penalty forspeaking L1.

Shall we let our students get away with using L1sometimes?

Policemen catching criminals?


ADAPT or remove language policies that have undesirable impact on students and

teachers (e.g. unnecessary stress, extra workload)

ENGAGE students in creating College-based language policies relevant to them

― Move from one-size-fits-all prescriptive English/L1 policies

― Students set their own short-term goals for English/L1 use and evaluate them

INCLUDE L1s in the ELICOS classroom; reasonable and helpful amount; no ‘policing’

Our Conclusions


What benefits for students are there in including L1 in the classroom?

What benefits for teachers are there in including L1 in the classroom?

Can you think of specific ways and/or activities to include L1 in your

ELICOS classroom/college?

Discussion 2 - 20 minutes, small groups


Existing Resources for L1 Use in ELTBrown, A. (n.d.) Using Students’ First Languages in the Multilingual Classroom. English Australia webinar library https://www.englishaustralia.com.au/documents/item/308Cook, G. (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.Deller, S., & Rinvolucri, M. (2002). Using the Mother Tongue. London: English Teaching ProfessionalKerr, P. (2014). Translation and Own Language Activities. Cambridge: Cambridge University Press.

Further ReadingGarcía, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.Grasso, S. (2012). “L1, or no L1: that is the question.” How do we reconcile the ethical implications of this issue in the context of the adult ELICOS classroom? TESOL in Context, Special Ed(November), 1–13.Kharchenko, Y., & Chappell, P. (2019). English-only policy in an ELICOS setting: Perspectives of teachers and students. English Australia Journal, 35(1), 18–41.Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548.Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. New York: Longman.Norton, B. (2013). Identity and Language Learning: Extending the Conversation. Bristol: Multilingual Matters.Rivers, D. J. (2011). Strategies and struggles in the ELT classroom: Language policy, learner autonomy, and innovative practice. Language Awareness, 20(1), 31–43.Turnbull, M., & Dailey-O’Cain, J. (2009). First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

References


https://www.englishaustralia.com.au/documents/item/308

Workshop NotesADDED AFTER THE WORKSHOP

Some thoughts from the participants (and references to research)


Comments from workshop participants Relevant research & literature

We should aim to make the desire to speak English more intrinsic rather than incentivised vs. Intrinsic motivation is not always present, and positive reinforcement (e.g. prizes/chocolates) can help

Bonny Norton’s (2001, 2013) work on investment, identity and language learning explains such contradictions

Would the students not be better off hearing natural English instead of using L1 support? (Maybe learn ‘by absorption’ like L1?)

Consider viewing L1 as a ‘scaffolding’, not a ‘crutch’ that helps with L2 learning – Kerr (2014)

When to use L1? How much L1? Can the optimal amount be quantified? It depends! The teacher is the decision-maker.

Macaro (2001) suggests ’the optimal’ position on L1 use – some aspects of L2 learning can be enhanced by L1

Same-language friendships extend beyond classroom. It might seem strange to abandon L1 with same-country friends. The importance of L1 networks, danger of isolation (Be You Be Scene)

Refer to plenary by Chi Baik ‘Seeing Beyond the Problem’ and other work on social networks ofinternational students

L1 is the elephant in the room. It is always there and doesn’t go away. Is it time to acknowledge it?

Translanguaging might be a useful perspective on co-existence of languages. E.g. García and Li Wei(2014)

1. Contrastive analysis to compare if grammar points exist in L1.2. Write a sentence on the board in many Ls; students explain the sentence structure etc.3. Say it in your language – might help students memorise new vocabulary/expressions and ensure others

understand4. Compare expressions in L1 and English - e.g. translate common greetings or social phrases and

compare the meaning5. Greet students in their L1 – lighten the atmosphere, build rapport, acknowledge the existence of L1s in the

classroom6. Metaphorical language – translate idioms (e.g. colour-related expressions) from English to L1 and fill in the

blanks in English by looking at L1 translations (Deller, Rinvolucri (2002), p.84)7. Words that only exist in your language – students teach their classmates; This might make them feel

empowered and knowledgeable.8. Introduce a sound/tone specific to your L - as above; student is the expert9. 5 minutes L1 time – allowing L1 briefly can help students to relax, take a break from English before

switching activities10. English monitor - get one of the students to monitor English only during task or in group work; take the

pressure of ‘policing’ off the teacher

Some examples of activities that include L1


THANK YOU TO ALL THE WORKSHOP PARTICIPANTS FOR THE IDEAS

Some examples of activities that include L1

11. Compare news stories – read news coverage of same events in L1 and English and compare perspectives. Can use Maria Calabro’s framework ABC of critical thinking to identify bias, agenda and credibility (see her EAConf19 slides for more details)

12. Task preparation/research - allow L1 in the research phase; as final product must be in English collaboration will take place where students learn from each other

13. Learn grammar terms in students’ Ls and use them in grammar explanations to save time (e.g. Spanish for ‘noun’/’verb’ etc). This might flow well from activity no. 2 above

14. Delayed translation – translate a text from English to L1, take away translations, return in a few days and ask students to translate back to English (Deller, Rinvolucri (2002), p. 86). Good for introducing writer’s style

15. Interpreter – ask one student to interpret to others, if needed (openly) e.g. ‘Vinegar’ in Thai – save time!16. Five- minute teaching session – every day/week, students teach any part of their L1to the class; L1

student is the expert, others learn about how other languages work; more attention to structure 17. English mostly instead of English-only – students set their own English language use target and compare

to actual English use at the end of the lesson. Appeal to students’ autonomy and reflective choices re language use. Restrictive policies, coercion or control incompatible with autonomy. See Rivers (2011) for procedure.

18. Traffic light system - specify when L1 is allowed (green)/allowed sometimes (yellow)/not allowed (red) throughout college or during part of a class

19. Electronic dictionaries – acknowledge that they are being used and find ways to incorporate them 20. …


THANK YOU TO ALL THE WORKSHOP PARTICIPANTS FOR THE IDEAS

More to ponder…

L1 is your language of thought (perhaps not always, but try counting something quickly). Is it unethical to ban L1? Or is it even a human rights issue?

English-only can be a useful marketing tool in the times when English is a commodity. We need to work with agents on issue this too.


Please get in touch

Yulia Kharchenko [email protected]

Phil [email protected]


mailto:[email protected]

mailto:[email protected]

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