ELT News Think Tank

This Month's Think Tank Panel

Marc Helgesen

Peter Viney

Setsuko Toyama

Roger Barnard

Julian Edge

Panelists: Marc | Peter | Setsuko
Guest Panelists: Roger Barnard | Julian Edge
Date: June 2000

Topic: "To what extent should I use the students' native language in class?"

Marc Helgesen

I've noticed that there seems to be a connection between the amount of Japanese one knows and the amount one uses in class. Folks new to the country hardly use a word of it. After a while, it becomes more of a tool.

Actually, I think the use of the first language in any foreign language class is a complex issue.

The first question is who are we talking about, the teacher or the students? As a teacher, I try to limit my use of Japanese to defining vocabulary or short explanations. When I do use Japanese, however, it's after I've explained the same thing in English so students can see if what they thought they understood is really what I meant. Of course I realize that the students mental processing is going on in the first language, especially at the early levels. So often, rather than translating what I want to say, I'll just put in pauses between sentences to allow for processing time.

But what about the use of Japanese by the students? I think there are two very different situations: asking questions and class activities. When there is something students don't understand, they will often ask in Japanese. If it is something I think they are capable of asking, I just smile and say (like the guy on TV), "English please!" They reframe it in English as best they can. If the question is above their level, I'll usually respond to their Japanese -- in English.

Part of what I'm trying to do is create a class culture that says, "We are working together ON English IN English." That class culture is important in helping students avoid doing activities like pair and groupwork in their first language. I make it clear that I can't/won't be "English Police" -- nagging (or begging) each time I hear a word of Japanese. They are responsible for keeping themselves in English. They need to understand it really is the process -- the activity itself -- and not just the product that needs to be in English.

There may be times that they get in over their heads and want to say things they just don't know how to say in English. Fair enough. They can ask me in Japanese and I'll help them out. If find, however, that giving the students 2-3 minutes of silent "planning time" is often just as effective. It gives them time to think about what they want to say and how they want to say it (I often do this by having them close their eyes while I guide them mentally through an activity -- but that's another story).

An important consideration is input. Students need to be hearing English -- a lot of English -- if they're going to learn it. While the first language does have a role, I think the maxim "You learn English by USING English" holds true. I think it's a real mistake, for example, for teachers to give activity directions in Japanese just because it is easier, quicker and "those aren't the target sentences anyway."

These instructions tend to be similar throughout the course -- even when introducing very different activities -- and not doing this part in English is a lost chance. Instructions are something the students will learn effectively. Besides, as long as we are demonstrating activities, there's enough support for the learners to follow. They're getting a lot of input along the way.

Panelists: Marc | Peter | Setsuko
Guest Panelists: Roger Barnard | Julian Edge

Marc Helgesen, Miyagi Gakuin Women's College

Co-author of English Firsthand and Active Listening

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