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SHOULD WE USE PORTUGUESE IN CLASS?

ALBERTO SANTOS FROM BRAZIL

I think that the TEACHER must speak English all the time, but not threat STUDENTS to do the same.

INDIRA NITNYANADAM FROM INDIA


Experience suggests that it should be determined by the age group of the learner as well as the purpose of learning L2.Tn a class of under10s where imitation plays an important role, only L2 may be the best way of ensuring that L2 is taught and learnt. However, if we are in a class where the average age is above 15 I think the teacher should use only L1 but the learner should be allowed to use both till he finds himself in a comfortable position vis-a-vis the learner-group. No ideal time frame can be fixed for this. The purpose of learning would be crucial in determining the motivation level. As in the Indian context, motivation is at a very low level, using only L2 may retard the process rather than facilitate it.

JOSH TAYLOR FROM NEW YORK, USA

I think that the use of the mother tongue depends on the level and background of the learners.

REBECCA SILVERMAN KENTWOOD, LA - USA

Strict use of L2 is very disadvantageous to L2 learning. Apart from the fact that it discourages learner participation, it implies that the students L1 is inferior to the L2, hence it is not allowed (of course this does not apply in certain contexts).

SUSAN OBRIAN - CANADA


In my opinion, the excessive use of L1 may jeopardize the learning process since the students will tend to use their mother tongue whenever they find difficulty in communicating in L2. The use of L1 in classroom should be the last resort. for example when the teacher needs to explain abstract concepts that would be time consuming to be done in L2.

MARK JOHNSON SAN DIEGO, CA - USA


In my view it is easier for foreign learners, especially for absolute beginners to study English through their native language explanations of English pronunciation, grammar and vocabulary for easier, better and quicker understanding. Nonnative teachers of EFL know that perfectly well. Of course practice/exercises should be done in the English language only. Most ESL/EFL teachers do not exclude native language use in ESL/EFL classroom.

JEREMY HARMER

Its not a sin to use L1 to teach L2.

SCOTT THORNBURY

Its really up to the teacher but I don t see anything wrong in using L1 sometimes

BARBARA HOSKINS / BRAZ-TESOL 2012


Its important Brazilian teachers know that theres no such thing as - you cannot speak Portuguese in class this is outrageous, especially if you are a Brazilian English teacher teaching Brazilians . In all my honesty, I pride myself on not to be the Common European Framework director in Brazil. If I lived in Brazil I would definitely exterminate 90% of the English Language School that threat students forbidding them and the teachers to speak Portuguese.

KEY-CONCEPTS

The first language of learners (L1) has a necessary and facilitating role in all aspects of language instruction.

KEY-CONCEPTS

The bilingual approach is gaining more support by incorporating the students L1 as a learning tool and also as a facilitator for an efficient communication. At the same time, advocacy for an Englishonly policy has been declining.

KEY-CONCEPTS

Research shows that complete deletion of L1 in L2 situation is not appropriate (Schweers, 1999; Larsen-Freeman, 2000; Nation, 2003; Butzkamm, 2003).

KEY-CONCEPTS
When used appropriately, the use of L1 can be very beneficial. Brown (2000, p. 68) claims that first language can be a facilitating factor and not just an interfering factor, and Schweers (1999) encourages teachers to incorporate the native language into lessons to influence the classroom dynamic, and suggests that starting with the L1 provides a sense of security and validates the learners' lived experiences, allowing them to express and themselves (p.7).

KEY-CONCEPTS
Anecdotal evidence suggests that some EFL teachers strongly believe that they should never use even a single word from the mother tongue in the classroom. These teachers are followers of the so-called Monolingual Approach, and others who are somehow skeptical about the use of L1 or use it wisely in their classes are the proponents of Bilingual approach.

KEY-CONCEPTS

Nation (2003) introduces another approach called a Balanced Approach

KEY-CONCEPTS
Nation believes teachers need to show respect for learners' L1 and need to avoid doing things that make the L1 seem inferior to English, at the same time, it is the English teacher's job to help learners develop their proficiency in English, here is that a balanced approach is needed which sees a role for the L1 but also recognizes the importance of maximizing L2 use in the classroom.

KEY-CONCEPTS
We should finally free ourselves of the old misconceptions and try to praise the existed alliance between the mother tongue and foreign languages. Our final goal should be to have students who are proficient L2 users rather than deficient native speakers. Jeremy Harmer

(The Role of L1 in L2
Acquisition)

DISCUSSION
A)When should we use Portuguese in class? B)When shouldnt we use Portuguese in class? C)If a teacher speaks only in English ,he/she will make the students think in English. Do you agree or disagree with that? Why?

Speaking only English in class has nothing to do with making our students think in English!

Our students will only be able to think in English when they feel comfortable and confident using English. It doesnt matter if you taught them that chair is cadeira or if you simply said the word chair and showed a picture. They will connect the 2 elements anyway. And its not necessarily something bad. In fact, it can be very helpful for them.