Philip Haines is the Senior Consultant for Oxford University Press, Mexico. As well as being a teacher and teacher trainer, he is also the co-author of several series, many of which are published by OUP.  In this post he discusses the use of L1 in the classroom and shares some guidelines for its use.

The majority of English language teaching takes place in classrooms where both the students and the teacher share the same L1 (first language). In these contexts, the L1 is often banned from the classroom, and for many good reasons. Many teachers and heads of department forbid the use of L1 because an all-English speaking environment is prized since it actively encourages communication in English. Another reason is that the L1 can easily take over if not restricted. While there are many reasons for banishing the L1 from the classroom, there are also good reasons for using it. What I believe is needed are clear guidelines for effective use of the L1. Below I set some guidelines in three levels; from basic to more in-depth.

Level One: Functional

Level one can be used by all ELT teachers to help the class function more effectively without essentially compromising the popular principle that English should be used at all times. The use of the L1 is quite restricted and the teacher is always in complete control so there is no chance of the L1 taking over the class.

• How do you say ____?: Students are allowed to ask how to say something from their L1 in English.
• Can I say something in my language?: If students have something important to say but do not have the level of English to do so, they can request permission from the teacher to speak in their L1.
• Time out: Just as in Basketball, the teacher can indicate that they will create a short space within the regular class to use the L1, and then return to the English class. This is especially useful when something needs to be discussed which could not be done in English.

Level Two: Strategic

In this second level, the teacher has at their disposal all the uses outlined in level one, but now encourages students to draw on their knowledge of their L1 and English to develop language learning strategies. This is essentially done by asking students to make comparisons between the two languages. The teacher is able to do this without the need to use the L1 themselves if they do not want to. Again, if the teacher fears losing control they can use the time out idea to create a ‘window’ from the exclusively all English atmosphere in the classroom.

• English you already know: When there is a new word that has some relation to a word from their L1, the teacher asks students, “Does it look like a word you know in your language?”
• Finding patterns and similarities: When there are grammatical patters or phrases that are have similarities between English and the L1, the teacher can ask, “What is the equivalent in your language?” or “Is it similar or different in your language?”

Level Three: Discourse

Level three uses the L1 to develop language awareness, higher order thinking skills, and to explore and comprehend features of discourse in English. The teacher also incorporates the ideas from levels one and two.

• Discussing register: When looking at a phrase in context that has a particular register or degree of formality, the teacher asks students for an equivalent in their L1. This opens up discussions about appropriacy and register.
• Just for fun: All bilinguals are aware of words and phrases that are easily mistranslated and produce funny consequences. By highlighting some of these and encouraging students to play with the language, we not only bring some light relief into the classroom, but encourage creativity and heightened language awareness.
• Translating: Students work together and translate extracts or short texts from one language to the other. The teacher encourages students to discuss and justify their choice of words and phrases. This develops insight into features of context, appropriacy and register, develops higher order thinking skills, and promotes greater awareness of both languages.

These ideas are designed to encourage teachers to make principled use of the L1 in their classroom without feeling guilty about doing do so, while at the same time avoiding the pitfalls that are often associated with its use. It is hoped that all teachers will feel comfortable using some of these ideas and will consider the possible benefits of others.