Learners' first language in the ESOL classroom

Should learners' first or other languages be used in the ESOL classroom? Olivia Sagan and Helen Casey consider the issues.

When we were teaching ESOL in the multilingual classroom, we often used learners' first or other languages as part of our teaching strategy. ESOL learners in the UK have no shortage of spoken English around them and can be hugely supported by being able to discuss their learning using their own, more familiar, language. Furthermore, in working with groups of particularly vulnerable ESOL learners, where the development of trust and confidence is of paramount importance, it can empower learners' sense of safety and identity to use languages in which they feel more confident.

However, our research is picking up on some mixed messages and responses about the rights and wrongs of this; usually a sign of a good debate in the offing! For example, teachers moving into ESOL from EFL have found it a challenging idea. EFL learners often have little access to spoken English, so it is common practice to maximise its use in the EFL classroom.

What does the research say?

Some research findings confirm the importance of using learners' first languages in the classroom.

For example, Larry Condelli's study of ESL learners in the United States (1)  found that one of the factors with the most impact on learning was the use of learners' first languages. Similarly, Heide Wrigley's research (2)  discusses both the uses and the problems of using native languages in class, but makes a firm point about the boost given to participation when learners feel their identity is validated.

In the ESOL classroom in the UK, on the other hand, it seems that the learners' first language is rarely used in a conscious and constructive way. Its use is seldom discussed, with some teachers being more aware of its potential than others.

Melanie Cooke from the NRDC research into effective practice (3)  observes that:

'Some (teachers) do encourage students to use their own language to help each other and to work things out, especially in ESOL literacy classes...'

However, when a video clip showing ESOL teachers using language comparison methods with their learners was included in the national ESOL Core Curriculum training 'We were amazed at the amount of controversy these clips raised, with teachers all over the country protesting they would never use these kinds of methods.' (Helen Sunderland at LLU+).

In contrast, NRDC's research into Level 4 ESOL Teacher Training is finding that welcome the use and discussion of first or other languages in the ESOL classroom. One trainee spoke about how she had 'intuitively known' she could allow students to use their own languages but that this had 'always been frowned on in the past...'(4) .

Clarifying the issues

We both have very positive experiences of teaching ESOL while encouraging the use of learners' first or other languages in the classroom. In most cases, we did not speak the learners' native languages but, in one case, the teacher spoke the learners' own language and could use this constructively when teaching them English.

This discussion therefore needs to recognise at least two different contexts, calling for different skills and considerations:

1. the use of learners' own languages in a multi-lingual, multi-cultural ESOL group where the teacher uses only English.

2. the use of learners' own language in a mono-lingual class where the teacher speaks this language as well as English.

In terms of the native language, we do need to rethink that 'English only' idea. Heide Wrigley (5) 

What are your experiences? Your opinions? Your examples? Did you learn English through the use or avoidance of your own language?

Share your views with us. d.mallows@ioe.ac.uk 

 References

 (1) Condelli, L. (2002) Effective Instruction for Adult ESL Literacy Students : Findings from the 'what works' study. American Institute for Research, Washington DC.
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 (2) Wrigley, H.S. and Guth, G (1992) Bringing Literacy to Life. Aguirre International, Burlingame, California.
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 (3) NRDC ESOL Effective Practice Project (due to complete Summer 2006).
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 (4) NRDC (2005 forthcoming) ITE Programmes for Teachers of Adult Literacy, Numeracy and ESOL.
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 (5) Wrigley, H.S. What Works for Adult ESL Students. Focus on Basics Volume 6, Issue C September 2003 http://gseweb.harvard.edu/~ncsall/fob/2003/wrigley.html
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