I’ve already written about the use of L1 in the language classroom before here and here. I do believe that L1, if used properly in the classroom, might actually help learners. The problem, then, lies in knowing when to use L1 in a class and, most importantly, how to use it to promote learning instead of… Read More
L1: to use or not to use?
On my previous post, I wrote about the use of L1 regarding the proficiency level of the learners, and I did say there would be another post on the matter. I’ve been thinking about the situations in which I believe L1 can be used effectively when it comes to learning, and so far this is… Read More
L1 vs Proficiency Level
I admit that when I started teaching English I had more willingness to learn how to do it than actual knowledge of how to actually do it. Most of what I did in classes were things that I had to do in the classroom as a student, and I tried my best to remember what… Read More
L1 in the language classroom
Is there room in today’s language classroom for the use of L1? I distinctly remember that when I started studying L2 a long time ago, translation was unthinkable. Teachers had to use L1 and L1 alone. Perhaps that had something to do with Krashen and his Comprehensible Input hypothesis. But then again, perhaps most teachers… Read More
