Theme: teaching and learning second language using information technology Contents Introduction Main part

Arguments for avoiding the first language
While avoidance of the first language is taken for granted by almost all teachers, and is implicit in most books for teachers, the reasons are rarely stated. One is that the teacher’s language can be the prime model for true communicative use of the second language. Coming into a classroom of non-English-speaking students and saying ‘Good morning’ seems like a real use of language for communicative purposes. Explaining grammar in English – ‘When you want to talk about something that is still relevant to the present moment use the present perfect’ – provides genuine information for the student through the second language. Telling the students, ‘Turn your chairs round so that you are in groups of four’ gives them real instructions to carry out. Hearing this through the first language would deprive the students of genuine experience of interaction through the second language. The use of the second language for everyday classroom communication sets a tone for the class that influences much that happens. Yet using the second language throughout the lesson may make the class seem less real. Instead of the actual situation of a group of people trying to get to grips with a second language, there is a pretend monolingual situation. The first language has become an invisible and scorned element in the classroom. The students are acting like imitation native speakers of the second language, rather than true L2 users.
The proficient reason for preventing the first language in many English style education positions is that the scholars speak various first dialects and it hopeful hopeless for the educator to take account of all of bureaucracy. Hence slight British-caused EFL coursebooks use the native language by any means. EFL materials presented specifically nations, in the way that Japan or Greece, where most undergraduates talk a prevailing native language, are not limited in this way. In the EFL circumstances, many expatriate sound educators frequently do not talk the first language of the undergraduates, so the L2 is inevitable. But this is more a debate about seductive qualities for professors than about the type of education graduates endure accept; an L2 teacher the one cannot use a second style may not be highest in rank superstar for the students. The realistic reasons for preventing the native language in a multilingual class do not substantiate its eluding in classes accompanying a alone native language. It is hard to find specific reasons being given for preventing the native language if.
The implicit reasons seem to be twofold: It does not happen in first language acquisition. Children acquiring their first language do not have another language to fall back on, by definition, except in the case of early simultaneous bilingualism. So L2 learners would ideally acquire the second language in the same way as children, without reference to another language.
The two languages should be kept separate in the mind. To develop a second language properly means learning to use it independently of the first language and eventually to ‘think’ in it. Anything which keeps the two languages apart is therefore, beneficial to L2 learning.