For this blog entry, I'll use the term English user, as it encompasses all skills, not only speaking.

NNU = Non-native user; NU = native user

Teaching English is just as much NNUs as it is for NUs of English. Unfortunately, institutions and schools are slow in adapting to this idea and opt for the NU, leaving the NNU rather frustrated.

There is a difference of opinion as to whether the student's L1 should be used in the L2 class. Some teachers are very strict and do not permit ANY L1, even at the beginner level, while others might argue that is speeds up the process, making learning more efficient.

For NNU teachers, the use of L1 could cause laziness among the students as they wait for the English to finish and the L1 translation to come along. What they may remember is their own language rather than the target language. The students may simply switch off!

For NUs who have learnt their student's language, the teacher may become reliant on translating rather than teaching. While translations are comprehendable, they are not the type of input the student requires, for L2 language aquisition. Twachers may become lazy and forget or disregard the tools and skills they learnt as trainee teachers in favour of a cheap option. Cheap, also in that the students will not be getting value for money as their exposure to the L2 decreases with increasing use of L1.

Of course L1 can be used but ideally as a last resort and after all other methods have failed.

How much L1 do you use in the classroom?

As a NNU, are you bound by hierarchical rules that enforce teaching using L1?

• L1
• L2
• L1 in the L2 classroom