language 1 and foreign one

L1 and FL SHOULD WE USE THE L1 IN THE MONLINGUAL FL CLASSROOM?  It was considered anathema for either the student or the teacher to use the student’s native language in the classroom  Nowadays, Sts are given accuracy practice and fluency practice= to cope with varied aspects of communication such as discourse signals etc  Activities have become more varied (information-gap activities; multiple choice readings  Teachers= New Role: Correctors, monitors, encouragers and consultants  Teachers may wonder about:  -Can I stop Sts using L1 in the classroom?  -When could it be useful to use it?  -Should I ever use the L1? Let’s see!!  WHEN SHOULD STS USE THE L1? :  IT IS OFTEN USED IN THE FOLLOWING SITUATIONS:  -When they not know the required Foreign Language;  -When they are unsure of what they have to do;…SO to function solely in the FL they need to know TASK MANAGEMENT LANGUAGE:  E.g.:  -It’s my turn;  -Wait a minute;  - Who am I working with?  -You should be writing down my answers…  -Sts need to cope with unknown language:  E.g.:  -How you say X in English?  -What does that mean?  -I don’t understand  -Sts need to be able to comment on the activity or one another’s performance:  E.g.:  -How boring!  -Great Idea! /Lovely!   Ways of using and learning Foreign Language: by Role plays, pair work, games, etc Remember: It always will depend on their level!     WHEN SHOULD THE TEACHER USE THE L1? -For instructions and classroom management: Sts learn by repetition:  E.g.: Get into pairs / I want you to read…-Could you go en sit next to …?   -For Explanations and Justifications: (of the activity= attitudes of the class)   -For communicating meaning or checking comprehension: to anticipate  misunderstandings   CLASSROOM MANAGEMENT:  You have to create “the conditions in which learning can take place”  The skills of creating and managing a successful class may be the key to the whole success of a course  Common classroom management areas include:  GROUPING AND SEATING:  ACTIVITIES:  TOOLS AND THECHNIQUES:  CRITICAL MOMENTS:  AUTHORITY:            GROUPING AND SEATING: - Groupings: singles, pairs, plenary etc - Arranging and rearranging seating - Deciding where you will stand or sit - Reforming class as a whole group after activities ACTIVITIES: Sequencing Instructions Monitoring Timing (and a lesson as a whole) Bringing activities to an end           AUTHORITY: gathering and holding attention deciding who does what establishing authority as appropriate getting someone to sth CRITICAL MOMENTS: Starting the lesson Dealing with unexpected problems Maintaining appropriate discipline Finish the lesson  TOOLS AND THECHNIQUES:  Using the board and other classroom equipment or aids  Using gestures to help clarity of instructions and explanations  Speaking clearly at an appropriate volume and speed  Use of silence  Grading complexity of language  Grading quantity of language [...]... TOOLS AND THECHNIQUES:  Using the board and other classroom equipment or aids  Using gestures to help clarity of instructions and explanations  Speaking clearly at an appropriate volume and speed  Use of silence  Grading complexity of language  Grading quantity of language ... don’t understand  -Sts need to be able to comment on the activity or one another’s performance:  E.g.:  -How boring!  -Great Idea! /Lovely!   Ways of using and learning Foreign Language: by... GROUPING AND SEATING:  ACTIVITIES:  TOOLS AND THECHNIQUES:  CRITICAL MOMENTS:  AUTHORITY:            GROUPING AND SEATING: - Groupings: singles, pairs, plenary etc - Arranging and rearranging... TOOLS AND THECHNIQUES:  Using the board and other classroom equipment or aids  Using gestures to help clarity of instructions and explanations  Speaking clearly at an appropriate volume and