Views on first languages in the ESOL classroom: a case ... · Khadijah Amani 19 June 2013. I am an ESOL teacher Fig. 1: A page from an ESOL learner’s notebook- evidence of first

I am an ESOL teacher

Views on first languages in the ESOL classroom: a case

study of learners, teachers and managers in one Adult

Education provider in an inner London Borough.

Khadijah Amani

19 June 2013


Fig. 1: A page from an ESOL learner’s notebook- evidence of first language use in second

language learning


Abstract

This paper seeks to explore the views and present the experiences of adult learners of

English as a Second or Other Language (ESOL) in an inner London borough, their teachers

and managers of ESOL provision. The study builds upon similar research carried out in

another London borough in 2010 and aims to lay the groundwork for more specific action

research conducted by ESOL teachers on the topic. The view of learners is the primary

focus of the research, citing the importance of learners as the ‘ultimate arbiters of quality and

good practice’ in teaching and learning (Vikki & Phil, 2004, p.10).


Glossary of terms

L1 ‘First language’, ‘Heritage’ or ‘Home

language/s’. For the sake of brevity, this

study will not distinguish between learners’

first and other non-English languages,

incorporating all under ‘L1’.

L2 Second or Target Language, in this case

English- although learners may have a large

repertoire of other second languages.

L2-Virtual classroom An ESOL classroom in which L1 is explicitly

disallowed for all purposes.

L2-Maximal classroom An ESOL classroom in which L1 is used or

allowed to some degree, with feelings of

regret, but the aim is to maximise L2 use.

L2-Optimal classroom An ESOL classroom in which L1 is used or

allowed to some degree purposefully, without

feelings of regret.


Chapter 1: Introduction

The London borough in which this study was based consists of a population of just under

250,000 and is noteworthy, because it is one of the few boroughs in the country which

comprises a Black, Asian and Minority Ethnic [BAME] population greater than the national

average (12.5%); 41% of the residents are from a BAME group (Office for National Statistics

[ONS], 2011a). Figures from the most recent census show that 39% of the borough’s

population were born outside of the UK (ONS, 2011b) and by the end of 2011, the average

unemployment rate stood at 9 per cent (MacInnes et al., 2011, p.58), with rates for those

from BAME groups being greater than their white-British counterparts. Bradford and Forsyth

(2006, p.137) cite language as one of the barriers which explains the lower rate of economic

activity for those born outside of the UK. The 39% figure includes residents from countries

where English is the, or one of the official languages, including Nigeria and India, so

although learning English is not a need for the entire group, it is for a significant proportion of

the total.

Like other boroughs, the borough provides free courses in English for Speakers of Other

Languages [ESOL], for adult residents or soon to be residents in the UK. Courses instruct

learners in the speaking, listening, reading and writing of English and can be accredited or

informal. I am an ESOL Advice co-ordinator, working within an Adult and Community

Learning provider. Having taught ESOL and ESOL Family Learning in a neighbouring

borough for over five years prior to my current role, I remain very interested in teaching

methods which help learners to progress in their learning of English swiftly, so that they are

able to gain independence, access services, and contribute to their communities as soon as

possible. My interest in the topic of first language use in the learning of ESOL began late in

my teaching career; at the point I began to question my acceptance of the status quo, i.e. the

restriction of its use in the ESOL classroom. This interest resulted in a research project on

the same topic in another borough. The current project is largely a repetition of the study,

except that it was carried out in a neighbouring borough, with the aim of uncovering whether

the same views and experiences existed. There were differences with regards to the

departmental policy on first language use in ESOL classrooms between the two institutions;

in one, there was an explicit policy on discouraging the use of first language in the ESOL

classroom, whereas in the other, there was no explicit policy and generally, the ESOL

management team were opposed to establishing one. This would have influenced the

behaviour of teachers with regards to classroom rules and also how they spoke about their


experience of allowing and/or disallowing first language use. The design of questionnaires

nonetheless, endeavoured to seek out the reality of experiences in the classroom by

providing anonymity, avoiding loaded questions and also allowing for elaboration.


Chapter 2: Aims and Objectives

The aim of this study is to bring together the views of a number of stakeholders in order to

discover their beliefs on the topic. I believe this particular study is important, despite its small

sample, because it seeks the views of learners, who are the ‘ultimate arbiters of quality and

good practice’ (Vikki & Phil, 2004, p.10); the literature review section will bring to light the

relative absence of learners’ opinions in the increasingly large collection of literature on the

topic to date.

Aims and objectives:

This research aims to do the following things:

1. Collect learners’ views of the use of first language in the ESOL classroom

2. Gain teacher views on the use of first language in the classroom

3. Investigate the perspective of management

4. Identify themes which arise


Chapter 3: Literature Review

The topic of whether to use or allow the use of first language (L1) in the teaching of a second

language (L2) is a contentious one, as will be illustrated below. Macaro (1997, p.21) asserts

that there are three positions on the issue: the ‘Virtual position’, the ‘Maximal position’ and

the ‘Optimal position’. Those who support the ‘Virtual’ school of thought reject the use of L1

and advocate target-language (L2) immersion programmes. The ‘Direct’ or ‘Natural Method’

(Richards and Rodgers, 2001, p.13) is one example and immersion and dual-immersion

programmes, which are also based on the Virtual position, can be found in Canada and

Hungary. The approach is based on the principle that the L2 is learned much like the L1, i.e.

that learners learn it through exposure and need (Potowshil, 2007, p.1). In dual-immersion

programmes, equal numbers of learners with one of the two languages under study as an L1

are placed in a classroom. This is considered to be beneficial, as there is more input than

there would be if it came solely from the teacher (Ganesee, 1987, p.131). Krashen’s (1983,

p.26) ‘Input Hypothesis’ states that for learners to learn an L2, all they require is

‘comprehensible input’, i.e. spoken English that is at the right level of difficulty. Krashen

(1983, p.16) cites the success of French immersion schools at producing ‘native live’ L2

speakers as evidence of this hypothesis. Immersion programmes had been found to produce

L2 users with much better skills than those taught in formal language classrooms. However,

others argue the said studies focused on comprehension of the target language and more

recent studies have found that a gap exists between the learners’ receptive and productive

skills, i.e. the latter are not as fluent as the former suggest (Pitt, 2007, p. 7).

McMillan and Turnball (2009, p.23) illustrate through their research into the practices of two

French immersion class teachers in Canada, that even the most fervent L2-Vitual teacher,

Frank, ‘did use a word or two of English later on in the year to help learners to connect

existing first language knowledge to important concepts in the target language’. Similarly,

Macaro’s research on teacher belief showed that the majority of teachers often found it

necessary to use L1 in the teaching of L2, but that the majority also found it ‘unfortunate and

regrettable’ (Macaro, 2000, p.24). The latter group, who use L1 with ‘feelings of guilt’

(Macaro, cited in Turnball & Dailey-O-Cain, 2009, p.36), fall within the ‘Maximal position’.

Those from the ‘Optimal position’ in contrast, see the L1 as a cognitive tool which can aid L2

learning. Like their counterparts nevertheless, they criticize the ‘overuse’ (Turnball & Dailey-

O-Cain, 2009, p.2) of the L1 and cite Krashen’s Input Hypothesis (1984, p.16) to support the

position also, arguing instead that input can only become ‘intake’ if judicious use of the first

language is made to make it comprehensible to learners (Turnball & Dailey-O-Cain, 2009,

p.5).


Along the described continuum between the Virtual and Maximal positions, are various

opinions which advocate the use of the L1 to a greater or lesser extent. Examples include

the New Concurrent Method (Cook, 2001, p.412), where learners are praised and

reprimanded in the L1 and L1 is used when important concepts are being described prior to

the practise stage. In a more ‘radical’ version, learners are allowed to supply L1 words for

vocabulary words in the L2 which they do not know at that point; code-switching occurs in

the same sentence, as opposed to at the end of it Cook (2001, p.412). As learners become

more confident and knowledgeable in their vocabulary, the amount of L1 is reduced.

Community Language Learning is another example of the ‘Optimal’ approach to language

learning. In this approach, the learners’ L1 speech is translated into the L2 by the teachers

and repeated by the learner in the L2. In this approach the L1 is the ‘initiator of meaning and

attaches the L1 to the L2’ (Cook, 2001, p.412). This is in line with constructivism, which

purports that ‘deep learning’ occurs when new learning is connected to existing knowledge

(Petty, 2009, p.5). Where this does not occur, the learning is known as ‘surface learning’ and

this is information a learner is unlikely to retain.

Cook (2001, p.404) asserts that the majority of texts making reference to the L1 advise how

to minimise its use and in my own initial trawl of literature, search terms such as

‘interference’ and ‘negative L1 transfer’ (Rasinger, 2007, p.129) resulted in far greater

success than more positive, or neutral terms. Those who argue that the use of L1 can be

beneficial nonetheless, are of a fast-growing movement and there is increasing objection to

the ‘unacknowledged anti- L1 attitude’ stifling ‘systematic use of the L1’ (Cook, 2001, p.410).

However, those in this camp also warn against the arbitrary use of the L1 and accept as a

basic premise that it is ‘clearly useful to employ large quantities of the L2, everything else

being equal’ (Cook, 2001, p.413).


Chapter 4: Methodology and Methods

This study was carried out at single adult education provider located in inner London. The

total number of learners enrolled on an ESOL course, from Entry 1 (beginner) to Level 1

(almost fluent), was approximately 300 and the teaching team consisted of a total of 10

teachers, including the two ESOL managers, who also taught part time. The views and

experiences of ESOL learners and teachers and managers responsible for quality assurance

were sought via concurrent mixed method procedures (Creswell 2009, p.228), including

questionnaires for all stakeholders; four observations of ESOL classrooms at Entry 1 (X2),

Entry 2/Entry 3 and Entry 3/Level 1; and two focus groups (Participatory Appraisal methods

(Tock, 2001)) with two groups of Entry 1 learners and an observer of teaching and learning

(inspector).

Distribution of the questionnaires (see Appendix) occurred via a group email for all groups

except the ESOL learners, who were given their questionnaire via their teachers. The four

types of questionnaires sought to discover some or all of the following: a description of the

classroom during class and break time with regards to the rules pertaining to L1 use, if any;

what participants thought about any such rule and why; the use of participants’ use of the L1

in the classroom, if any, and its purpose; the use of deterrents or rewards; L1 use related to

inclusion and finally, participants’ view on ‘best practice’ in relation to the use and regularity

of L1 in the ESOL classroom.

Finally, the observations aimed to

capture the following; instances of

L1 use and where evident, the

purpose of this use, and classroom

policy on L1 use as evidenced by

the teacher’s actions and behaviour.

In line with these aims, instances of

verbal L1 use were recorded as they

occurred and a sample of learners’

folders were also inspected for

evidence of written use of L1. Each

Chart 1


observation lasted at least one hour. Photographs of L1 in written work were taken and a

sample has been included in this paper [Fig.4].

A total of 48 survey respondents were adult (19+) ESOL learners, 2 were

inspectors/observers of teaching and learning and 5 were teachers. The teachers taught at

Entry 1 (E1) to Entry 3 (E3), with two teaching at E3, two Entry 2 (E2) and one at E1. None

of their classes were reported as being monolingual and all of the classes had some learners

who shared an L1. Learners had a variety of languages and were at different levels of

fluency in English; twenty- eight learners reported being E3 or Level 1 and seventeen were

at E2.

Only three learners were at E1 and this under-representation was anticipated, due to the

limited literacy skills at lower levels, that teachers could deem the questionnaire too difficult

and decide not to distribute them, and that translation of the questionnaires was not an

option. In order to avoid excluding E1 learner from taking part in the study entirely, an

observation of two E1 classes was carried out. In addition, ‘Participatory Appraisal’ [PA], a

relatively ESOL learner-friendly research method similar to a focus group, using visual and

tactile prompts, was used to gauge their views on some of the questions included in the

questionnaires. A total of fourteen E1 learners were engaged in this way; including the

survey respondents, the total number of E1 learners who participated as a result rose to a

total of seventeen.

Once returned, all questionnaires were logged onto an excel spreadsheet, and PivotTables

were used to present the data from closed questions. A simple coding system was used to

identify themes in responses to the open ended questions. It is the case that this is a

Chart 2


subjective method for data analysis and it was not possible, due to limited time, to cross-

check the coding with a second person (Cresswell, 2009, p. 190).

All who were invited to participate were informed of their right not to do so, and those who

decided to participate were informed of their right to withdraw at any point in writing, but also

verbally, where literacy skills were limited (BERA, 2011, No.15). Learners were in addition,

given pseudonyms in notes kept during the PA and observation sessions (BERA, 2011,

No.25).Observations were carried out with the permission of the ESOL teacher and

managers alone and learners were not told of the exact nature of the observation in order to

prevent participants behaving in an atypical manner with regards to their L1 usage in class

(Hawthorne Effect, Haralambos & Holborn, 1995, p.813) until the end of the observation.

Due to the small sample- approximately 16% of all enrolled learners, 50% of the teaching

team- my findings are not representative or generalisable to the whole population of ESOL

learners, teachers or inspectors of teaching and learning. It is hoped however, that they will

be ‘relatable’ (Bell, 2005, p.9) to similar settings. My choice of questionnaire as the chief tool

in gauging views did not lend itself easily to my objectives, however, I decided to use this

tool in an effort to reduce the ‘bureaucratic burden’ on participants (BERA, 2011, p.21) and

due to my limited access to learners.

A number of difficulties arose during the course of the study including the lengthy

questionnaires used to explore themes in detail, as they were a substitute to interviews

where participants could have expressed themselves more fully. This was more so the case

for ESOL learners, who may have been unable or put off by a questionnaire, due to their

potentially limited literacy skills. Having previously run a semi-structured interviews/focus

groups with E1 learners with whom I shared an L1 in the 2010 study, it was strongly evident

that although valuable data was gather via the focus groups in this study, it was relatively

limited due to a lack of a shared L1. The teacher questionnaires were also lengthy and took

some effort to navigate. Designing the questionnaire for online completion would have

granted me greater access to a larger teacher population, however, this was not possible

due to limited funds and the number of questions in each questionnaire. Another significant

difficultly involved my role within the ESOL team; it is quite likely that as a representative of

the organisation, some teachers and learners used L1 and responded to its use differently to

how they would when not being observed, for instance on noticing that I had taken a picture

of use of written L1 in her folder, one student proceeded to rub it out and apologised for

having used her L1. It is hoped that by using a mixed method approach and triangulating the


data, the reliability of the study has been improved (Bell, 2005, p.64).


Chapter 5: Findings

Please note, in the charts below, blank responses have been included, but have been left

unlabelled.

Classroom policy: Virtual or Maximal?

Is L1 allowed in your classroom?

(Learner responses)

Number

No 36

Yes 12

Total 48

36 out of 48 learners said that their classrooms were L2-Virtual classrooms, that is, L1 was

not allowed during class time. Of these learners, 30 thought it was a ‘good idea’ and 3

thought it was a ‘bad

idea’. One learner, who

supported the L2-Virtual

status of her class

explained: “because I'd

like to learn English, it's

better if I need speak

English in the ESOL

classroom”.

The majority of the 30

learners said they

thought an L2-Virtual

classroom was a good

idea, because it allowed them to learn and practise their English speaking skills. Six learners

made specific reference to their first language; one example included the following and

captures the general gist of all: “if teacher let us use our language in the classroom we can't

improve and learn English”. Similarly, all (14) of the E1 learners who were engaged through

PA, said their classrooms were L2-Virtual classrooms and that this was a good idea. It is

likely some learners agreed for the sake of agreement or assumed that was what was

Chart 3


expected of them, nonetheless, the majority were passionate about their resistance to the

L1, even though some admitted they used the L1 ‘sometimes’, when they had not

understood the teacher and an L1-sharing classmate was nearby.

Of the three questionnaire

participants who thought that

disallowing L1 was a bad

idea, the reasons included

the effect having to rely

solely on the L2 had on

understanding: “because it

affects my understanding”.

One learner thought using

the L1 would help them

improve their English even

more. Similarly, of the 12

learners who reported

attending an L2-Maximal/Optimal classroom, where L1 was allowed to some degree (with or

without guilt), eight thought that this was a positive thing: “because sometimes I didn't

understand some words, I'm asking Turkish friend” and “so we can help each other”. Four

learners in the same type of classroom however, disagreed and reasons, where given,

included: “because you need to concentrate in English language in the classroom” and

“because it is ESOL class. I learning English”. The remaining three learners were not sure or

left the item blank.

In contrast to majority of learners’ description of their class with regards to L1 use, three of

the five teacher respondents reported running L2-Maximal/Optimal classes, i.e. classrooms

where L1 was not explicitly disallowed or forbidden. One respondent explained:

“Overall, I try to get students to speak as much English as possible. The general

understanding amongst students is that they should speak English as much as possible, if

they know how to say what they want to say in English. I discourage L1 use if they are 'just

chatting'...I also discourage it when/if other students in the class who don't share that

language don't understand/feel left out, or more often, I will say can you try that in English

now? And encourage them to repeat what they had just said but in English.”

The above description, which explains how the teacher made judgements on a case by case

Fig. 2: PA, Learners’ opinions of an L2-Virtual classroom


basis, considering issues such as the necessity of L1 use and also the potential for its use to

exclude some learners, explains the stance of all 5 teacher respondents. In our small sample

of five teachers, all discouraged the use of L1 when used off task, all citing the aim of

increasing the amount of time learners had to practice the L2. Alongside inclusion and

necessity, one teacher explained that they discouraged learners from using L1 when they

risked becoming “over-reliant” on classmates, thereby hindering the development of

“guessing strategies for vocabulary words, [i.e.] using classmates as dictionaries”. Another

added that they discouraged L1 use when it affected learners’ focus on the given task.

Two teachers encouraged its use for select purposes, including to check understanding, “i.e.

do both students agree with translation and for quick translation of vocabulary”. Another

teacher used it for “comparative grammar- occasionally....vocabulary of cultural

concepts....talking about how languages work”. Their purposeful and apparently

unapologetic encouragement of the L1 differentiates these two teachers from their peers.

Two teachers reported discouraging the L1 or never encouraging its use. Both had the

following approach nonetheless: “I am a little flexible when I see it has a helpful outcome,

e.g. helps a learner to understand something better”, but both also appeared to aspire

toward an L2-Virtual classroom.

The table below shows, based on respondents’ reports as to the status of their classroom

(L1 allowed or disallowed), whether they encouraged the use of L1, allowed the use of L1 for

specific purposes, and whether they discouraged the use of L1, which category they most

suited of the three positions on L1 use:

Teachers (questionnaire respondents)

1 2 3 4 5

Entry 1 Entry 3 Entry 2 Entry 3 Entry 2

L2-Maximal L2-Maximal L2-Optimal L2-Optimal L2-Maximal

There were no absolute L2-Virtual teachers, despite one teacher stating that not using L1

was a class ‘goal’; all teachers allowed L1 use to some degree when it enhanced

understanding and therefore learning, and did not inhibit learning. Therefore, although the

two teachers who disallowed L1 and discouraged its use aimed for an L2-Virtual class

environment, they acknowledged that L1 would be used and did not object when its use

proved useful to learning.

In addition, of the four classrooms observed, all four teachers permitted the use of L1,


except where the use of L1 did not appear to be class work related. In all but one class,

when the teachers observed off task talk, they drew the learners back into the main

discussion; it did not appear to matter whether the conversation was in L1 or the L2. Where

learners used L1 between themselves during whole class tasks, two of the four teachers

observed tried to bring the L1 users back into the main class discussion (E2/E3 and E3

class) by asking them to listen to the person speaking at that moment, one teacher asked:

‘good, now what is it in English?’ (E1 class), and the last did not object or prevent learners

using the L1 at all (E1 class), but this appeared to be the general approach and not specific

to L1 use.

During pair work, none of the teachers interfered with the discussions which took place,

whether or not L1 was used. Two teachers reported purposefully allowing L1 use, one citing

L1’s usefulness in “activating students’ schemata” and the other arguing similarly that

“drawing on learners' expert languages to support their learning in English” was a “positive”

thing to do. The two other teachers recognised the value of the L1; neither discouraged in

any way its use between learners, but nor did they encourage it. One teacher explained that

she was “firm” about learners not using L1 for off task conversations, encouraged learners to

use L2 by always asking them for the English equivalent of the L1 words they had used, but

also did not object to learners using bilingual translators and dictionaries during the class.

In short, all of the classrooms observed operated as L2-Maximal or Optimal spaces. The

discrepancy between the teacher and learner samples may be explained by the fact that not

all of the learners enrolled or teachers in the teaching team responded to the questionnaire.

It may also be the case nonetheless, that what learners perceive as the official classroom

rule regarding L1 use is not reflective of the actual policy, as highlighted by one teacher, who

explained that despite her learners having asserted the opposite in their questionnaires, she

had never been aware of disallowing the use of L1 in the classroom. It was also the case

that when learners were asked whether L1 was allowed in their classroom during the PA

sessions, all reported that it was not allowed, despite observations of the same classrooms

illustrating that this was not the case.


Classroom policy: break time

A total of 27 of 48 learners reported that they were allowed to use their L1 during break time.

The teacher questionnaire respondents also reported allowing L1 at break time, as did those

teachers whose classes were

observed. Sixteen learners

thought this was a good idea for a

number of reasons, including that

they could explain things which

they did not understand during the

class to their friends (4 learners),

some considered it social time to

“talk with your friend about your

family, your friend”. Nine learners

argued that it was not a good idea

to allow L1 during break time, citing their eagerness to gain more practise: “because if you

speak more English that will be better for us”. Most of the nine learners also mentioned the

short duration of their ESOL class (2 hours) and therefore, the limited opportunity to practise

their English. The other learners did not know or left the question blank, possibly due to the

fact a number of learners mentioned that they did not get a break during the two hour

sessions and this option

had not been anticipated.

Of those who said they

were disallowed from using

L1 during break time (19),

16 thought it was a good

thing, whereas one learner

thought it was not and the

remaining learners were not

sure. The advocates of an

L2-Virtual break time argued

it allowed them more time to

practise their English: “we need to talk as much as possible in English”. One learner

Chart 4

Fig. 3: PA, Learners’ opinions of an L2-Virtual break time


mentioned that they thought it a good idea, because they did not share an L1 with anyone

else and another learner touches on inclusion also: “because some of the students [do] not

know what we are talking about”.


L1 use by learners

43 learners of the total sample of 48 reported that they did not use L1 during class time. The

most frequently cited reason included trying to gain as much practise as possible: “because

there is only 2 hours and I don't want to spend my time speaking my language”. The five

learners who admitted using

L1, said the purposes

included: ‘meaning of English

words’, ‘class work’ and

‘homework’. One learner also

reported using the L1 to

discuss ‘the news’. Four of

these learners were

attending a class which they

described as L2-Virtual, so

were going against what they

perceived as the official

classroom rule. Eleven

learners of the total said they did not use L1 because they did not share an L1 with anyone

in the class and one learner added: “because I don't have in my class anyone Polish people

and I glad of it”.

Two of the five teacher questionnaire respondents said their learners used the L1 ‘regularly’

during class time and one teacher reported its use was occasional only. The two teachers

who said they disallowed the use of the L1 mostly (L2-Maximal classrooms) reported that L1

was used ‘sometimes’. This latter finding agrees with what was observed in the four classes

observed. Focusing solely on class work related L1 use, E1 learners used the L1 more

frequently and almost always for L1 equivalents of single lexical items; Schmitt (1997, p.

226) found that 73% of students ‘ask classmates for meaning’. At higher levels, learners also

used L1 for L2 equivalents; however, at the same time, they used L2 synonyms and asked

the teacher more frequently for the meaning of new words, so overall use of L1 was lower.

As part of the observation of each class, learners’ files (15 in total) were inspected and all

contained L1 translations of L2 words or categorical use of L1 to aid learning and understand

of the L2. Additionally, two learners had electronic, bilingual dictionaries to hand during their

class and one learner had a bilingual phrasebook.

Chart 5


Teachers were asked about the purpose of learners’ L1 use, where this was evident, and a

number were listed:

When they do not understand instructions

When they do not understand meanings of words/vocabulary

When talking about practical issues, e.g. problems with child’s school

To share news/ “to gossip”

Fig. 4: Written L1 use by learners in ESOL lessons


Rewards and punishments

Learners in L2-Virtual classes were asked whether there was any repercussion- positive or

negative- if they used their L1. The majority (22) stated that there was not, but 11 said there

was. Only four of these learners gave details on what the repercussions were; three learners

said they were fined

20p or 50p and one

learner reported the

following: “because it

will make noise and the

other person don't

understand”, suggesting

the teacher responded

to L1 use with a verbal

reprimand and/or

classmates not sharing

the L1 expressed

annoyance. This

response was made by

a learner who did not share an L1 with her classmates, so may also be an expression of how

she feels when others around her speak in their L1s.

Five learners in this group thought that the repercussion was a good thing, two did not and 4

were unsure. Of the entire learner questionnaire group, fourteen thought that a ‘punishment’

for L1 use was a good idea, ten thought it was a bad idea and thirteen learners were not

sure. Some learners offered reasons for why a punishment for L1 use was not a good idea,

and these included the fact that they are adults and not children, that it was not necessary,

“because all punishments are bad” and “it's not okay to get punished because you can't

always use English”. Thirteen of the fourteen E1 learners, who participated in the PA

sessions, thought a fine for L1 use was a good idea and one learner did not understand the

question.

On the same question, three teachers of five reported reprimanding their learners for L1 use;

one said this was delivered as “a long lecture”, whereas another used more jovial methods

to highlight that L1 use was not allowed. One teacher suggested that where learners

Chart 6


persisted in L1 use, she would separate them. On the question of whether there should be

some form of reprimand for L1 use, there was unanimous agreement that there should not.

Similarly, others highlighted that learners are adults and punishments or reprimands are

reminiscent of school, that the classes are not compulsory, that for some learners ESOL

classes are their only opportunity to socialise, and the importance of learners feeling

comfortable in their learning environment was raised by most. One teacher, who operated an

L2-Maximal classroom, argued that it was “inevitable” that learners, who were not yet

confident in the L2, would resort to the L1.


Inclusion

A question on how learners felt when unknown L1s were used was included, owing to a few

instances in the last two years, of learners, who came to the ESOL Advice Service having

left their ESOL class, because

they felt the amount of L1

used had impeded their

learning. This issue falls

under inclusion but also

illustrates what both

advocates of L1 and L2-

Virtual proponents warn

against: the overuse of L1.

Twenty-one learners

attended a class in which

they did not share an L1 with

any of the other learners or teacher. These learners were asked how they felt about this,

with the intention of finding out whether there was any feeling of exclusion. Only one learner

in this group reported feeling ‘sad’. The largest group, who stated how they felt, were neither

happy nor sad when their friends conversed in an L1 unknown to them. Further questioning

Chart 7

Fig. 5: An adviser records why a learner withdrew from their

previous ESOL course


however, prompted more learners to express being unhappy with not being able to

understand conversations which took place in L1. At the same time, there was division

amongst respondents as to whether it is acceptable to use an L1 when others in the class

did not share the L1, illustrated in the table below:

Agree Disagree Don't know/ blank

It is okay to use my first language

even if some people do not

understand.

18 21 9

I have friends in the classroom

who don’t understand my first

language.

34 5 9

If I can’t understand what my

friend is saying to her friend, I

feel unhappy.

22 13 13

I feel sad when my teacher says

my first language is not allowed

in the classroom.

14 23 11

In addition, learners were asked about how they felt or would feel about their L1 being

forbidden in class and most said they would not be upset. A significant fourteen learners

however, said they do or would feel sad. Teachers were also asked whether they felt at all

uncomfortable when languages, which

they were unable to understand, were

used during class or break time. None of

the teachers reported feeling

uncomfortable, but four of five said they

were uncomfortable when it excluded

learners who also did not understand.

L1 use by the teacher

Learners did not have, or were not aware

of having an ESOL teacher who shared

Fig. 6: PA, Learners rate the potential usefulness

of their ESOL teacher sharing their L1


their L1 in the sample of learners, except for one E1 learner in a PA session, who alluded to

an occasion when his teacher had given him an L1 equivalent for an English word in

Spanish. He found this very helpful, but at the same time expressed that he was pleased

that his teacher’s use of L1 was very limited. PA session learners were asked whether

having a teacher who could speak and understand their L1 would be useful to their learning

of English; ten of the fourteen disagreed and insisted that “teacher should speak English

only”. Three learners were less certain and explained that occasional translation from the

teacher did help or would be helpful. The entire learner (48) questionnaire sample thought it

was ‘good’ that their teacher spoke with them in English only, as it allowed them to practise

their skills.

Two of the five teachers reported sharing the same L1 as one or more of their learners. One

teacher allowed learners to speak to her in L1, but never during class time (or break) and

always responded in the L2, in an attempt to provide the maximum possible opportunities for

learners to improve their skills. The purposes of these conversations were usually regarding

official paperwork, for example school admissions forms, and when they occurred outside of

work, entailed casual ‘chit chat’. The other teacher conversed with learners in L1 during

class and at break time with a number of aims including: building a rapport with learners, to

check understanding, clarify meaning, for 1:1 tutorials and also to give learners “a chance to

say things they would otherwise not be able to tell me due to poor (English) language skills”.


Learner voice on L1 use in ESOL

Learners were asked their opinion on

whether L1 should be allowed in the

classroom. The messages were

somewhat mixed, as illustrated in the

charts below, where although the

vast majority of learners said ‘no’ to

the question ‘should L1 be allowed in

the ESOL classroom?’ only eleven of

48 went on to say it should ‘never’ be

allowed. During the PA session with

E1 learners, one learner, who

believed L1 should never be allowed

during class time, and who had had

previous experience of learning a

language, explained why she

believed L1 during

class time was a bad

idea:

‘[First language]

can’t help. If I mix

English with first

language, not help. If

only English [it]

helps. I can [learn]

quickly English.

Before I come [to]

this country, I come

from Sweden. [When

I came here and wanted to speak English] came Swedish [by] mistake. I want to think

English. Talk first language, doesn’t help. English only’.

Another learner, also opposed to L1 use, added: ‘my home talk Amharic, friends talk

Amharic, English is dead’. This learner articulated what the majority of PA participants

raised; the amount of exposure they had to English was very limited, owing to social circles

Chart 8

Chart 9


consisting of only L1 speakers. One of

the teacher respondents refers to this

when explaining why she discouraged

L1 use during class time:

“They only come to class twice a week

for 2 hours. The rest of the time (which

is a lot) they speak in their first

language...As they are part of a

community they can easily get away

with not speaking English. It is easier

to hide their lack of English, [so] I try

to encourage English in the

classroom”.

Some learners in the PA group said that they ‘sometimes’ used L1 for equivalent words,

which helped them understand the meanings of English words, but almost all expressed

regret at having to do this. When asked their opinion of how often L1 should be allowed or

used in the ESOL classroom during class time, there was unanimous agreement that L1

should ‘never’ be used during class time. There was nonetheless, some difference of opinion

on using L1 for the meanings of English words, where four learners thought this should be

allowed ‘sometimes’.

The question on how often L1 should be used was also asked in the questionnaire and the

majority of learners stated that ‘sometimes’ was the preferred choice. The figure below

shows the purposes for which L1 was deemed acceptable by student questionnaire

respondents; using L1 for the meanings of English words was the most popular choice.

Fig. 7: PA, Learners’ opinions on the purposes for

which L1 can be used during class time and

frequency


Eleven learners said the L1 should never be used in the classroom; ten of these learners

were E3/Level 1, eight did not share an L1 with a classmate and 10 were from L2-Virtual

classes (they said). Six of these learners thought it was okay to use L1 for homework. All

save one learner from the E2 group thought that L1 should be allowed ‘sometimes’. The

three E1 questionnaire participants also opted for the ‘sometimes’ option, although of their

PA counterparts at E1, only 3 of the 14 participants said L1 should be allowed ‘sometimes’

and only for the meanings of L2 words; the remaining eleven said that L1 should never be

allowed in the classroom, citing the need for more practise and also the sessions being just

4 hours per week. Some of those thoroughly opposed however, did acknowledge that L1

could be useful for homework and described how their children helped to translate words

and explain concepts to them.

On the question of how comfortable teachers would be to ‘ban’ the L1 in the ESOL

classroom, all were very or somewhat reluctant to do so, save for one teacher who thought it

would not be unreasonable to expect a ban in an ESOL classroom. Of those opposed,

reasons given included the inevitability of learners breaking the rule, being against “linguistic

repression”, the possibility of learners becoming “resentful”, the classes not be compulsory,

the expectation that adult learners should be able to self regulate and being generally

Chart 11


disinclined to force learners to do anything which would make them uncomfortable.

Finally, learners were asked to agree or disagree to a series of statements on the topic of L1

use and these have been

presented in the table overleaf.

PA participants were asked to

place a point on a Likert scale

(1-10), and they opted for

either 1 or 10. Where learners

opted for numbers in between,

scores 6 or above were

rounded up and those 4 or

below were rounded down.

This was the simplest, though

not the most accurate system;

one learner for example,

placed her dot on ‘1’ (disagree) on the question ‘my first language can help me learn the

meanings of English words’, but said she used a bilingual dictionary at home.

Fig. 8: PA, Learners rate how useful their L1 is in learning the

meanings of L2 words


Agree Disagree Don't know/ blank

Speaking only English will help

me learn English more quickly.

43 2 3

PA participants* 12 0 2

My first language can help me

learn the meaning of English

words more quickly.

35 10 3

PA participants* 4 10 0

My first language cannot help me

learn English.

12 30 6

PA participants*

(Phrased: ‘Speaking my first

language in class will stop me

learning English’).

14 0

I talk to my friends in English at

break time.

19 1 7

My first language should be

allowed all of the time.

4 34 10


Organisational policy

Teachers were asked whether they had sought or been given any advice regarding the use

of the L1 in the ESOL classroom. All reported that they had not, except one respondent who

said she was required to complete a reflection (professional development diary entry) about

it during her PGCE, and had as a result, referred to literature on the topic. None of the

respondents knew if or how L1 use affected the grading of their ESOL class following an

observation of teaching and learning. This finding was as expected, as the organisation has

to date no formal policy on L1 use and has intentionally left the decision to the discretion of

individual teachers. Observers of teaching and learning were nonetheless, asked to

elaborate on how they viewed L1 use, in order to assess whether the expectations and

practices of learners, teachers and observers/ inspectors aligned and in an attempt to find

out which category of Macaro’s three positions (cited in Turnball & Dailey-O-Cain, 2009,

p.36) the management fell into. Of the two who responded, both were in agreement that L1

use and its impact on the grading of the class depended, as it did in the assessment of all

teaching strategies, on whether the practice enhanced learners or impeded it:

“If this is people chatting in a way that makes people feel excluded, that would make the

grade go down. If it is used constructively e.g. learners composing poems thinking of

adjectives in their first language before pooling these in English (while working in an L1

group), this would be a positive...”

As illustrated by the above quote, the inspectors of ESOL classes within this organisation

appeared to fall within the L2-Optimal/Maximal category; where L1 use does not lead to

exclusion, the impeding of learning and is used constructively, it will be reflected positively in

the overall grading of the class. Similarly, where the prohibition of L1 does not prove to be an

obstacle to learning, this will not negatively affect the grading of the class. Observers

expressed a general expectation that learners will gradually use less L1 as they advance to

higher levels of ESOL and gain more fluency and confidence in English. Overall, teachers

and observers were found to be in agreement about the use of L1 in the ESOL classroom;

the decision is based on whether it enhances learning or inhibits it.


Chapter 6: Conclusion

The research findings have shown that all teachers aim to maximise learners’ use of and

exposure to L2 and at the same time allow for L1 use, where this aids learners in their

understanding. Two teachers proactively encouraged learners to make links between their

L1 and the L2, through translations of single words and also comparative grammar activities.

The management team, who are responsible for the quality of ESOL provision, also agreed

that where L1 use or its exclusion enhanced learning, there could only be a positive effect on

the overall grading of the

class.

There was some discrepancy

between teachers’ and

managers’ expectations and

that of learners, nonetheless.

The views of learners on L1

use and its potential to assist

them in L2 learning shown

above, and additionally, the instances, during observations, where learners apologised for or

tried to erase evidence of L1 use, suggests that where the rules and best practice on the

subject are not explicitly stated, the majority of learners have a perception that L2-Virtual

classrooms are the official standard and therefore, learners avoid L1 use even when it may

prove helpful, or use it with regret. Where these perceptions originate is unclear; it could be

the inadvertent behaviour of the teacher which instils it, learners’ previous experience of

learning a language, the advice of friends and relatives who have been through the process

and of course, the learners’ own observations on what they think enhances their learning,

illustrated in the example of the learner fluent in her L1 and Swedish. When prompted, the

vast majority of learners in this sample thought the judicious use of L1 was acceptable, while

maintaining the opportunity to practise their English as much as possible, given the limited

time they had within each lesson. Cook argues that use of L1 is “not incompatible... [with]

exposure to the second language” (Cook, 2001, p.402).

Fig. 9: PA, Learners’ opinions on L1 and its inhibition on the

learning of the L2


Recent research in cognitive neuroscience has confirmed that new learning (and retention)

occurs when new information forms a link in the brain with existing knowledge, as argued by

Vygotsky (1978) and others (cf. Petty, 2009, Hall & Cook, 2013) :

“...the left inferior prefrontal cortex, has been identified as a vital structure in this construction

of meaning. When learning something new, additional activity in this area occurs when we

try to decide upon its meaning in relation to what we know already. The new information

becomes more memorable once we have completed this process of ‘meaning making”

(Howard-Jones, 2006, p.17).

In addition, it has found that strategies which reduce initial strains on working memory, such

as, I argue, L1 equivalents for new L2 vocabulary (set as homework even), can promote

learning (Howard-Jones, 2006, p.17). This is

This project identified learners’ and teachers’ beliefs, but was not able to go on to probe

where these beliefs and resulting behaviours originate from; whether they come from

empirical research and evidence in the topic, personal experience of language learning with

no exploration of alternatives, hearsay or simple acquiescence to the status quo. It is hoped

that this paper, which will be shared will the teaching team, will prompt fresh debate and

deliberation, consultation with learners on what they think, and result in teachers engaging

with each other, published literature and action/practitioner research of their own. It could be

that this will result in opinions remaining static; what the deliberation has the potential for

however, is a more evidence-based, consensual decision-making process on whether to

simply permit L1 in the classroom, disallow it explicitly in order to reduce reliance on L1 and

maximise exposure to the L2, or to use it as a valuable tool in scaffolding learners’ progress

in second language learning (Cook,2001,p. 408).

The question of whether to

use first language in the

teaching of a second

language is still a contentious

one, despite the increasingly

literature on the subject and

new discoveries in cognitive

neuroscience affirming the

Fig. 10: PA, Learners’ opinions on the usefulness or potential

usefulness of L1 in L2 learning in class and outside


benefit in linking new information to existing knowledge. This is because no single class is

like another and what may enhance learning for one learner may entirely exclude and isolate

another. In addition, what may not be possible in one classroom due to the potential of

excluding some learners, may prove to be a valuable opportunity in another, where each

learner has at least one other L1-sharing classmate. During one observed lesson, for

example, three learners from India suddenly realised that their classmate, who originates

from Bangladesh, was also relatively confident in Urdu and Hindi- shared languages. In the

same class, learners from Somali, Eritrea and Egypt were able to communicate and assist

each other in translations and assigned tasks, due to the Somali and Eritrean learners also

being fluent in Arabic; there are opportunities in classrooms which may not surface unless

specifically searched for. At the same time, L1 permitted with positive intentions, if not

properly managed, may open the floodgates to arbitrary use, which limits the amount of L2

learners are exposed to and the opportunities to practise it in already limited sessions.

Although prolonged and arbitrary or non-systematic use of L1s was only rarely observed

during this study without some intervention by the teacher, complaints by learners (not from

this institution) and my observations of courses in a previous role and institution, highlights

the existence of a fourth type of classroom which exists, perhaps widely, and would be

opposed by both factions; an L2 classroom where L1 is used without any restriction.

Both schools of thought on L1 warn against the “over-use” of L1 and Macaro emphasises

that L1 use should never be the “easy option” (2001, p.545). In brief, a blanket rule to allow

or disallow L1 without reference to the individual class, the makeup and personalities of

learners, etc. has the potential to be detrimental to learners’ progress in the L2, so must be

considered carefully, but it must be considered.

Whatever a teacher tries to enforce, it appears that learners will use L1 in the ESOL

classroom and the assertion has been confirmed by the observations of classes, teacher

reports and learners themselves. Indeed, all of the PA session learners, even the learner

who was most passionately against L1 use, admitted that ‘sometimes’ they asked their

children for L1 translations of English words they had not comprehended the meaning of

during class; ‘Naturam expellas furca, tamen usque recurret- you may drive nature out with a

pitchfork, but she will keep coming back’ (Cook, 2001, p.405). This raises an important

question as to whether teachers should simply permit this apparently natural inclination to

use L1 and relieve themselves of constant monitoring of learners, disallow it and find

innovative methods to do so and/ or help learners develop strategies which allow them,

should they choose to, utilise all of the tools available to them in their learning of a second

language. These learning strategies may come from both teachers and learners, as


significant numbers of ESOL learners are likely to have additional languages other than

English. They may also be introduced to learners for use during class time or outside of

class time only, so need not go against teachers’ core and intelligently considered beliefs

about the use of L1 within the ESOL classroom.

I would like to thank the following people for their support and guidance throughout this

research study: Andrew Hills from SKOPE; Muhammad Ibraheem at Queen Mary University;

ESOL teachers Kate Harries, Alice Robson, Caroline Wright, Silvia Perin, Amy Jowett, Sally

Doman, Grace Franco, Cal Marcus, Dipa Vaghela and Charlotte Schwartz, and finally, Judy

Hemmingway at the Institute of Education.


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Appendix 1

11th December 2012

Dear teacher,

Re: First language use in the ESOL classroom

Thank you for agreeing to take part in this study.

This questionnaire is made up of four parts and focuses on the views and experiences of

ESOL teachers. The four parts include:

1) The classroom

2) Organisational policy

3) Your first/additional language/s

4) Foreign languages

Please complete as many questions as possible and feel free to add comments, even where

a space has not been provided. If you feel I have not included something or want to clarify

something, please put it in the additional notes section.

On completing the questionnaire, please return it to [email protected] or

leave it for my attention at:

Hackney Learning Trust

1 Reading Lane

E8 1GQ

Please return on or before Thursday 31st January 2013.

All responses will be treated confidentially and as far as possible, anonymously. If you would

like to be informed of the research findings, please email me.

Thank you again for your help.

Khadijah Amani


Part 1: The classroom

1. Which borough do you work in?

Hackney Other (please specify)

………………………………………………………………………………………………

Please think of one particular group of ESOL students when answering the questions in this

part. Relevant comments on other classes can be included in the additional notes section.

2. Which of the following age ranges do most of your students fall in to?

Under 16 16-19 19+

3. What is the level of spoken English in your class?

E1 E2 E3 L1 L2 Mixed

4. Which language/s, other than English, can your learners speak?

Bengali/Sylheti Hebrew Polish Turkish Gujarati

Other (please state)............................................................................................

5. Do all of the students in this class share the same first/additional-language, other than

English?

Yes (please go to Q. 7) No

6. Do some learners in this class share the same first/additional-language, other than

English?

Yes No (please go to Q. 11)

7. Are students permitted to speak their first-language with their peers in the class during

class time?

Yes No


8. Are students permitted to speak their first-language with their peers during break time?

Yes No

9. How often would you say learners use their first language in the ESOL classroom

during class time?

Always

Regularly

Often

Sometimes

Occasionally

Rarely

Never

10. If learners do use their first language, from what you understand, when and why do

they do this?

.............................................................................................................................................

.............................................................................................................................................

.........................................................................................................

................................................................................................................................

11. Is first-language use actively encouraged in your classroom at any time?

Yes No (please go to Q.14)

12. If yes, when and why is it encouraged?

.............................................................................................................................................

.............................................................................................................................................

.........................................................................................................

................................................................................................................................

13. How often would you say it is encouraged?

Always Regularly Often Sometimes Occasionally Never

14. Is first-language use actively discouraged in your classroom at any time?


15. If yes, when and why is it discouraged?

.............................................................................................................................................

.............................................................................................................................................

.........................................................................................................

................................................................................................................................


16. If students use their first language during class time, is there a repercussion?


17. What is the repercussion?

.............................................................................................................................................

.....................................................................................................................

18. In your view, how do/would your learners react to repercussions for using their first

language in the classroom?

...........................................................................................................................................

...........................................................................................................................................

.......................................................................................................

19. Do you think the repercussion is an effective method in preventing first-language use in

the classroom?

Yes No Yes/No, but...

20. Please elaborate/ explain why below.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................

Please go to Part 2

===============================================================


Part 2: Organisational policy

1. Have you ever sought information/advice, or been advised/instructed on the use of

the first-language in the classroom?


2. If you sought the advice, why was this?

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................

3. Who provided the information/advice?

Teacher trainer Teaching colleague Manager

Other (please specify) .......................................................................................

4. What was the nature of the advice?

Allow first-language use

Disallow first-language use

Allow first-language use for particular purposes

Other (please specify)

.......................................................................................................................................

.................................................................................................................

5. Was this advice/instruction given as part of feedback, following an observation of

your lesson?

Yes No

6. If a reason was given for the advice/instruction, what was it?

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................

7. In your own experience, have you found the reason/s given to be true?

Yes No Don’t know yet


8. Do you believe the advice to be ‘best practice’?

Yes No Don’t know

9. Why?

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................

10. In your organisation, does the use of the first-language in the classroom affect your

grade during an observation of teaching and learning?

Yes No Don’t know

11. If yes, in what way do you believe it affects the grade of your lesson?

Positively Negatively Depends (please elaborate)

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................

12. Is this effect specifically stated in observation policy/ grading criteria?

Yes No Don’t know

Please go to Part 3

================================================================


Part 3: Your first/additional-language

1. Do you speak the same language, other than English, as any of your students?

Yes No (please go to Part 4)

2. Are students permitted to speak their first-language to you during class or break

time?

Yes No

3. If yes, for what purpose and why? If no, why?

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................

4. Do you respond to or speak to students in a language other than English during class

or break time?


5. If yes, for what purpose?

Instruction Clarifying misunderstandings 1:1 tutorials

General conversation Other (please specify below)

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................

6. How often would you say you speak with your students in a language other than

English during class time?

Always

Regularly

Often

Sometimes

Occasionally

Rarely

Never


7. If yes, for what purpose and why? If no/never, why?

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

...........................................................................................


English during break time?

Always

Regularly

Often

Sometimes

Occasionally

Rarely

Never


...................................................................................................................................................

...................................................................................................................................................

...............................................................................................................


English outside of work? This could be for example, if you come across a learner at

the library/market, etc.

Always

Regularly

Often

Sometimes

Occasionally

Rarely

Never



...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

......................................................................................

12. How confident do you/would you feel about “banning” students’ first-languages from

the classroom?

Very confident

Confident

Somewhat confident

Somewhat reluctant

Reluctant

Very reluctant

13. Why do you feel this?

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

Please go to Part 4

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Part 4: Foreign languages

1. Are there first/additional languages of learners in the classroom, which you do not

understand?

Yes No (please go to final page)

2. If yes, how often do learners use this language in the classroom, regardless of

whether it is formally allowed?

Always Often Sometimes Occasionally Rarely Never

3. How comfortable do you feel about this?

Very comfortable

Comfortable

Somewhat comfortable

Somewhat uncomfortable

Uncomfortable

Very uncomfortable

4. Why do you feel this?

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

5. If you were asked to, how confident or reluctant would you feel about “banning”

students’ first-languages from the classroom?

Very confident

Confident

Somewhat confident

Neither confident nor reluctant

Somewhat reluctant


Relunctant

Very reluctant

6. Why is this?

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

Additional comments

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

You have reached the end of this questionnaire. Thank you very much for your time.

If you are happy to be contacted for further questions, or to elaborate on some of the

questions above, please provide your details below:

Name:

Email address:




1 Reading Lane

E8 1GQ


Thank you again.

Kind regards,

Khadijah Amani

================================================================


Appendix 3

11th December 2012

Hello,

Re: First language use in the ESOL classroom

Thank you for agreeing to take part in this study.

This questionnaire is made up of a single part and focuses on the views of those involved in

the observation of teaching and learning.

Please complete as many questions as possible and feel free to add comments, even where

a space has not been provided. If you feel I have not included something or want to clarify

something, please put it in the additional notes section.




1 Reading Lane

E8 1GQ


All responses will be treated confidentially and as far as possible, anonymously. If you would

like to be informed of the research findings, please email me.

Thank you again for your help.

Khadijah Amani


The Observation of Teaching and Learning

1. Do you conduct observations of teaching and learning in classrooms in which

students use English as a second language?

Yes No (please go to final page)

2. What is your role?

Advanced practitioner Mentor Manager Coach

Other (please specify)..........................................................................

3. In your opinion, how often can the first-language be acceptably used in a classroom

containing students with English as second language (e.g. an ICT class containing

some learners with English as a second language)?

Always Often Sometimes Occasionally Rarely

Never It depends

4. Please elaborate below

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.....................................................................

5. In your opinion, how often can the first language be acceptably used in a second-

language classroom (e.g. an ESOL, French or German classroom)?

Always Often Sometimes Occasionally Rarely

Never It depends

6. Please elaborate

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................


7. To what degree does the use of first-language/s in a classroom second-language

classroom affect the overall grade given to a lesson?

Very strongly Slightly

Strongly It does not affect the grade

Not very strongly Other (please specify)

.............................................................................................................................................

.............................................................................................................................................

You have reached the end of this questionnaire. Thank you very much for your time.

If you are happy to be contacted for further questions, or to elaborate on some of the

questions above, please provide your details below:

Name:

Email address:




1 Reading Lane

E8 1GQ


Thank you again.

Kind regards,

Khadijah Amani

================================================================


Appendix 4

Tuesday 11th December 2012

Dear ESOL student,

I am trying to find out about people’s first languages and how they use them in the ESOL

classroom. This is for a course I am doing with the Institute for Learning.

I would like to know what you think, so if you have time, please fill in the questionnaire at

home and give it to your teacher by Thursday 31st January 2013.

You do not have to do this questionnaire if you do not want to and you do not have to tell me

your name.

If you have any questions, you can call or email me using the information below.

Thank you.

Yours faithfully,

Khadijah Amani

ESOL Advice Co-ordinator


1 Reading Lane

E8 1GQ

[email protected]

020 88207043

mailto:[email protected]


Questionnaire: First language in the ESOL classroom

1. Where do you live?

Hackney Other (please write below)

..............................................................................................................................

2. Are you studying or have you studied English as a second language (ESOL)?

Yes No

3. Which level is your ESOL class?

E1 E2 E3 L1 L2 Don’t know

4. What is your first language / mother-tongue?

.................................................................................................................................

5. Does your teacher let you use your first language in the ESOL classroom?

Yes No

6. Is this a good idea or a bad idea?

Good idea Bad idea I don’t know

Why?

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

7. Are you allowed to use your first language in the classroom at break-time?

Yes No




Why?

.................................................................................................................................

.................................................................................................................................

9. Do you use your first language in the classroom during class time?


10. If yes, what do you talk about?

Class work Meanings of English words Homework

The news Not class work Other things (please write below)

.................................................................................................................................

.................................................................................................................................

11. If no, why don’t you use your first language?

..............................................................................................................................

..............................................................................................................................

12. If you speak your first language in the ESOL classroom, will you get in trouble by

the teacher?


13. If yes, what is the punishment?

......................................................................................................................................

......................................................................................................................................


14. Is a punishment for speaking a first language a good idea or a bad idea?


15. Why?

.................................................................................................................................

.................................................................................................................................

16. Can your teacher speak your first language?


17. Does your teacher speak to you in your first language or English only?

First language English only



19. Do your friends in the class speak the same first language as you?

Yes (please go to Q.21) No

20. How do you feel when your friends speak in their first language?

Very happy Sad

Happy Very sad

Not happy or sad

21. Do you think students’ first language should be allowed in the ESOL classroom?

Yes No


22. How often should the first language be allowed in the ESOL classroom?

Always Sometimes Never

23. Please read the sentences below. Use a tick for yes and cross for no.

= yes = no

1. Speaking only English will help me learn English more quickly

2. My first language can help me learn the meaning of English words more quickly

3. My first language cannot help me learn English

4. It is okay to use my first language even if some people do not understand

5. I talk to my friends in English at break-time

6. I have friends in the classroom who don’t understand my first language

7. If I can’t understand what my friend is saying to her friend, I feel unhappy

8. I feel sad when my teacher says my first language is not allowed in the classroom

9. My first language should be allowed all of the time

10. It is okay to use my first language in class to talk about:

Class work Meanings of English words Homework

The news Not class work Other things

Thank you very much for your time and help.

================================================================

Please return this questionnaire to your ESOL teacher and he/she will give it to Khadijah

Amani.


Khadijah Amani

Khadijah Amani is ESOL Advice Co-ordinator at The Hackney Learning Trust in London.

She is also a qualified ESOL teacher and has been teaching since 2006.

Documents

Views on first languages in the ESOL classroom: a case ... · Khadijah Amani 19 June 2013. I am an ESOL teacher Fig. 1: A page from an ESOL learner’s notebook- evidence of first