L1 AND L2 USAGE FOR TEACHING AND LEARNING ENGLISH
IN THE CLASSROOM
Ratnasari Nugraheni
Sanata Dharma University Yogyakarta
Abstract:
English has become the most important language all over the world. It is used as a lingua franca in the international level. Since English becomes very important, using English both orally and none orally is a must for the students. The process of teaching and learning English in the classroom influences the students a lot, especially in giving the instructions; by using L1 or L2. Although conducting the English class by using L1 and L2 is different, they also have the similarities. Therefore, this paper will examine the similarities and differences of L1 and L2 usage in the teaching and learning English in the classroom.
A. INTRODUCTION
The use of language in the classroom is one of the elements which builds teaching and learning communication among the teacher and students. In other words, the ability to comprehend and implement the subject depends on how the communication goes on smoothly in the classroom. Recently, the debating between L1 and L2 usage for teaching and learning English in the classroom has become the current issue among the society in educational level.
Using L1 for teaching and learning L2 in the classroom is believed that the students can pay more attention to the subject which the teachers teach. The mother tongue is also particularly effective with younger learners and adult learners at beginner level to check instructions, to ensure that concepts have been correctly understood and for general classroom management (Bowen). Since the science and technology change very fast, L2 usage in the teaching and learning English has become very important in many schools; both public and private. The extent of the schools is from the elementary school up to senior high school. The L2 usage is believed that it gives more success for the students’ carrier in the future. Moreover, the globalization and free trade will influence it very much. Therefore, the students should have proficiency in L2.
Conducting English class by using L1 and L2 instructions has some similarities and differences. The teachers have to consider what language which they have to use in teaching and learning English in the classroom appropriately. They also have to use the appropriate strategies to avoid the misconception and misunderstanding in the teaching and learning process. This digest provides the information about L1 and L2 usage in giving the instructions within a regular class that leads to the misleading the subject.
B. THE COMPARISON AND CONTRAST
Teaching and learning English by using L1 and L2 have the same objectives which have to be reached. English is taught as the foreign language with the objectives to make the students to be able to read textbooks and other informative materials, and it is considered as a compulsory subject in the tertiary education (Achmad, 1997) and secondary education (Dardjowidjojo, 1997). The objectives themselves are the goal which the teachers have to be reached successfully in the classroom.
To teach English in the classroom, teachers have to know about the curriculum or syllabus, too. Curriculum or syllabus is the specification of the content and the ordering of what is to be taught (Finney, 2002). Both using L1 and L2 in conducting the English class have the same curriculum and syllabus. Auerbach (1993) suggests the following possible occasions for using the mother tongue: negotiation of the syllabus and the lesson; record keeping; classroom management; scene setting; language analysis; presentation of rules governing grammar, phonology, morphology, and spelling; discussion of cross-cultural issues; instructions or prompts; explanation of errors; and assessment of comprehension. The materials or contents which are taught in English class are also same. The students both using L1 and L2 in learning English learn about grammar, vocabulary, texts, and etc. The specific information about those materials is also same although the use of language in teaching and learning process is different.
Although conducting the English class using L1 and L2 has some similarities, they also have some differences. Using L1 in the classroom is believed that it can make students understand more about the subject itself. Auerbech as cited by C. William Schweers, Jr. says that Starting with the L1 provides a sense of security and validates the learners’ lived experiences, allowing them to express themselves. The learner is then willing to experiment and take risks with English. However, a proponent of the monolingual approach, Krashen has argued that people learning foreign languages follow basically the same route as they acquire their mother tongue, hence the use of the mother tongue in the learning process should be minimized (1981). In this case, Aurbech and Krashen have the strong reason although they support and suggest the different method in conducting the English class.
Giving the instructions using L1 and L2 for teaching and learning English also has some different benefits. Rivera finds that allowing students to use L1 makes them feel less intimidated (Auerbach 1993). A research done by Lameta-Tufuga reveals that students can fully understand the content of the written task through L1 (as quoted in Nation 2003). Checking students’ comprehension and correcting errors can be conducted in L1 is believed to be very helpful to avoid misunderstanding (Harbord 1992). English as a second language means that it is programs of bilingual education; instruction is based on a special curriculum typically involving little or no use of the native language and usually is taught only during certain periods of the school day (Corich, 1996). That is why the use of L2 in the English class will make the students can speak English fluently and correctly in the target language. The more students are exposed to English, the more quickly they will learn; as they hear and use English, they will internalize it and begin to think in English (Auerbach, 1993, p.14 ). Therefore, the use of L2 in teaching and learning English will make students faster in mastering English. The students are believed that they can have a good grammar in writing and speaking; both orally and none orally.
C. CONCLUSION
It can be said that conducting the classroom by L1 and L2 for teaching and learning English has some similarities and differences. In summary, the similarities are that L1 and L2 usage have the same objective, which is to make the students to be able to read textbooks and other informative materials, and it is considered as a compulsory subject in the tertiary education (Achmad, 1997) and secondary education (Dardjowidjojo, 1997), and have the same curriculum or syllabus and also the content for teaching and learning English. The differences are the process in conducting the class itself and also the benefits which they receive.
The teachers should be careful to choose which language for conducting the English class. The wrong choice of using language in the classroom will deliver the students to missunderstanding the subjects. It can be said that it can make the misleading teaching and learning in the classroom. Therefore, the teachers should know what the students characters and ability before teaching. It does not matter what the language which they use. The important thing which the teachers should know is the students comprehend the subjects.
D. REFERENCES
Achmad, N. (1997). Addressing language and communication: Issues in university development. Paper presented at the Third International Conference on Language in Development: Acess, Empowerment, Opportunity, Langkawi, Malaysia.
Anynomous. (n.d). The Mother-Tongue (L1) Usage In Teachıng Englısh Perspectıves Of Students And Teachers. Retrieved September, 27, 2011, from http://www.articlesbase.com/languages-articles/the-mothertongue-l1-usage-in-teachng-englsh-perspectves-of-students-and-teachers-1042917.html#ixzz1Z8fD0bAu
Under Creative Commons License: Attribution No Derivatives.
Auerbach, E. 1993. Reexaming English only in the ESL classroom. TESOL Quarterly 27, 1.
Bowen, Tim. (n.d). Teaching approaches: using L1 in class. Retrieved September, 27,2011,from http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-using-l1-in-class/146496.
Dardjowidjojo, S. (1997). English policy in their classroom impact in some ASEAN-Asian countries:Language classroom of tomorrow issues and trends. Anthology series.
Finney, Denise. 2002. The ELT Curriculum: A flexible Model for a Changing World . In Richard, Jock C. and Renandya, Willy A. (Fd). Methodology in Language Teaching. Cambridge: Cambridge University Press. p 70.
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