Thesis+6

flat Running head: //Add the first few words of your title (Anywhere from five to seven words).//
 * Edgar**

**The use of L1 in teachers and the impact in classes for beginners**

**Universidad Autónoma De Aguascalientes**

**Edgar Hernández López** Note: The title page begins your thesis and should include a running head, the title of your paper, your name, institution, and date.

**The use of L1 in teachers and the impact in their classes**


 * The idea of using L1 in the classroom has been a question for years, some experts think that the use of L1 could be allowed and even sometimes can be helpful for the teacher, but others authors think that while most L2 is used in the classroom is better to acquire a second language. Is not easy to say how much, and how, the teacher should use the L1. One important aspect is the role of teacher in the process of learning, sometimes teachers use L1 in the classes; it could be positive or negative in the process of learning.**
 * For several years teachers have being criticized because of to talk too much into the classroom (Walsh,2002), but the time is not seem as important as the way how** **they use the language. At moment to use L1, the teacher is depriving students’ important input language (Ellis, 1984). Experts who are in favor using L2 in the classroom say that students does not need to understand everything what teachers say and to switch to undermine the language learning process (Chambers, 1991; Halliwell & Jones, 1991, Macdonald, 1993).**
 * The following paper shows if L1 affects in a positive or negative way in the Students and how is the role of the teacher, using L1 during the process of starting a new course.** **Because an area of debate has been the use of L1 versus the foreign language in the classroom, teachers should take in consideration how and when to use the L1 into the classroom.**


 * //L1 and L2//**

First language is also known as native language, mother tongue, arterial language or L1; it is the language that a person has learned from birth or childhood. It is important to mention that in some countries “mother tongue or native language” refers to the language of one´s ethnic group or region rather than one´s first language, sometimes it can be more than one mother tongue, (e.g.) when child´s parents speak different languages. On that cases this children are called bilingual. (Cook, 2001). A second language also called L2 or sometimes foreign language is any language learned after the first language. Foreign language is a language not spoken in the native country of the person referred to, for example a Mexican learning English language we can say that English is the foreign language to him or her. A primary consideration when the student acquires a second language is the way as he/she does it and how he/she carries out the learning process.


 * //Using L1 in the English Classroom//**

Nowadays the use of L1 in the English classroom could have advantages and disadvantages into the process of learning. We can consider that L1 is not possible or admitted in an English class because the idea is that Students could interact with the foreign language and for that reason is necessary that learners use only the second language. L1 in the English classroom could be separated into advantages and disadvantages. Some experts say that L1 in L2 situation is not appropriate (Schweers, 1999; Larsen-Freeman, 2000; Nation, 2003; Butzkamm, 2003). When used appropriately, the use of L1 can be very beneficial. Brown (2000, p. 68) claims that “first language can be a facilitating factor and not just an interfering factor”, and Schweers (1999) encourages teachers to incorporate the native language into lessons to influence the classroom dynamic, and suggests that “starting with the L1 provides a sense of security and validates the learners' lived experiences, allowing them to express and themselves” (p.7). A conversation class sometimes should be very useful if students try to use English as much as possible, but sometimes the student does not understand a word or phrase, here is when student cannot continue with the speech, the student has the chance to employ speaking strategies. When student needs are technical or cultural explanations, in these situations the use of L1 may be useful for the student. Cotter,(2003). When teachers use L1 into the English classroom we can see that it could be not necessarily a problem; there are some aspects that can help in the process of learning. Maybe Student uses the L1 because the teacher promotes it. Sometimes the teacher uses the L1,(e.g)when he uses Spanish into the classroom facilitates that students speak in L1. It could be at moment of greetings, jokes or extra class comments. Sometimes when the level is basic teacher uses L1 to explain structures and it could be seen in a positive way because students have the concept or idea in a clear way.(Macdonald, 1993). For more than 30 years, foreign language teachers have been in general agreement that the target language should be used as much as possible in the foreign language classroom. The teacher is, generally, the primary source of target language input and is therefore responsible for maximizing its use in the classroom. In fact, the measure of an foreign language teacher’s success often is related to his or her ability to conduct the entire class in the target language(Koike & Liskin-Gasparro, 1999).

Some Experts have argued, however, that using the L1 in the classroom may facilitate L2 acquisition (Cook, 1999, 2001; Levine, 2003). Yet, there is no agreement on this subject, and questions abound: When should the L1 be used? What is productive use of the L1, and what is too much? Is the use of the L1 a hindrance or a help in L2 acquisition? Atkinson recommends using the L1 to check comprehension by asking students questions like “How do you say ‘I’ve been waiting for ten minutes’ in Spanish (1987: 243)?” In monolingual classes, this is often quicker and more accurate than concept questions. Atkinson points out that for most language students around the world; translation forms part of their preferred learning strategy (1987.p287). He continues that: effective teaching will involve some aspects which are unfamiliar and/or initially unacceptable to some students (pair work and group work for instance). It is clearly in the interest of all concerned that the teacher be aware of the students’ reaction to what takes place in the classroom, and learners have a right to express their views on this as clearly as possible. (Atkinson, 1987). This sentiment is shared by Harbord, he says that if students are unfamiliar with a new approach the teacher who cannot or will not give an explanation in the L1 may cause considerable student de-motivation (Harbord, 1992. p 352). Cook (1992) reminded teachers that whether they want it to be there or not, the L1 is ever present in the minds of their L2 learners and he (2001) believes that teachers can use language to explain difficult points of grammar, vocabulary and to clarify the handling of the class.

The use of L1 in the English classroom would be an interference with the knowledge; we can find some disadvantages at moment to use L1 in the classroom. Sometimes students and teacher have problems using L1 maybe because they do not feel comfortable with that, they think that it could be like a backward in learning process. According to Lott (1983) 'errors in the learner’s use of the foreign language that can be traced back to the mother tongue’. It means that L1 could be having negative repercussions and it could affect in learning process. English classroom is to use the target language and L1 affect in that procedure. The unique use of language in the L2 input in the class of foreign languages ​​is not necessarily mean that students are processing information in an effectively way. Ellis (1994) and Sharwood-Smith (1985) also confirmed to be exposed to linguistic input does not necessarily guarantee the internalization of language goal. You have to work with the language in order to internalize. Sometimes the teacher won´t understand what students want to express, teacher thinks that is better the use of L1 but, in this case the use of L1 would be an obstacle because the teacher does not have entire disposal to handle the situation. Teacher needs to promote the use of L2. Cotter (2003). Carrol (1975)supports the thesis that the success of foreign language and the use of target language by the teacher are related and therefore proposes that while more L2 linguistic input provided by the teacher to the student's, it could be better.

The quantity of L1 use and how it is employed should vary with the classroom environment. The L1 provides scaffolding that should be gradually dismantled as the students’ improvement. Not enough and affective filters may be raised, too much and progress is slowed. The L2 should be used as much as possible. Maximizing L2 use should be the goal in every classroom.


 * //The role of the teacher//**

Certainly the teacher's role has now been changing due to developments in the teaching, the teacher these days is not only dedicated to teaching the traditional way, however the teacher needs to use different teaching skills to encourage a significant learning procedure in their students. Talk about the performance of the teacher in the classroom is vital because their work to impart new knowledge to the students and the way as he does it is of great relevance. The speech of teachers in a foreign language class may consist of

half of classroom instruction (Frey,1988). Sometimes teachers use the speech to control the subject, topic of the class, procedures, etc. At times we can see that teachers decide who and when participate. (Walsh,2002). The speech of the teacher has several roles and characteristics during class. (Cullen, 1998). 1) Questions / information

2) Responding to student contributions

3) Presentation / explanation

4) Organization / instructions

5) Evaluation / corrections

6) Establishing and maintaining rapport in the classroom

The strategies that teachers have, it varies according these categories. Some teachers use referential questions that require certain information, and others use closed questions when they know the answers. Teachers in their classes sometimes overused closed questions. (Walsh, 2002). Teachers often respond to the questions or contributions given by the students. The teacher can respond to the message content of the student or may

respond to their grammar and vocabulary. Much depends on the purpose that has the

lesson. When teachers are making corrections, some of them try to negotiate meaning with students through clarification and repetition. Teachers also will speak when they need to present new vocabulary and grammar, when they are giving instructions to comply with an activity or performing their class, teacher could use jokes or activities, to maintain a good environment in the classroom. One important thing at moment to teach is testing ideas, teacher can implement new value systems, norms and roles can produce positive changes, also keep an open mind and continually try and imagine what will work for teacher and student in different contexts. The positive expectations of student success, it means that teacher let students know that he believes in them and that they can do it, encourage and praise student attempts. One important aspect is teacher´s behaviors. A well managed classroom increases the process of learning because students spend more time on task. Students are deeply involved with their work. The environment of the classroom is work-oriented, but relaxed and pleasant. Instruction is what most people think of as teaching, if instructions fails is a restriction in the learning process because students become restless and the classroom management becomes difficult for teachers and also for the students.(Atkinson, 1993). Teacher needs to identify that exist 4 different ways to see the process of perceiving a new knowledge. Learning from feeling is when the person learns from specific experiences and that person has the sensitivity to feelings and people. Learning by doing is when active experimentation exists, it means when the person needs more action he likes risk and he influences other people to take action. Learning by thinking involves abstract conceptualization, it means that learner needs a systematic plan, learner is logical, intellectual, and he understand the situations. Learning by watching and listening, it means that the person observes before emit a judgment, person is analytical and is looking for the meaning of things. (Peace corps, 2004). The variety in the range of use of L1 in foreign language classes may be due to certain variables related to teachers of a language foreign, whether teachers are native speakers or not, their experience, training, materials that are accessible, the policy of his department or the content of the lesson that they teach. Talk about the use of L1 is unquestionable because there exist different points of view, some specialists think that is better a balance between the use of L1 and the use of L2, some of them will find more advantages, while others think that are more disadvantages at moment to use L1 in the classroom.

Once the relevant literature has been presented, the hypothesis (if a quantitative study) or research questions (if a qualitative study) explicity state what is to be researched. The hypothesis or research questions related directly to the problem statement articulated in the introduction above.
 * Research Questions Upload research questions. **

Sometimes teachers use L1 in the classes; it could be positive or negative in the process of learning? What happen at moment of spoken language? It really affects in a certain way? L1 use in teachers have disparity, maybe some people is in favor, in contrast some people are against, but today the teacher needs to be in continuous training and above all in constant update. The teacher has to keep in mind that teaching the foreign language, it is vital that students acquire meaningful learning.

**Method (Approx. 500 words)**
 * Participants**
 * Instruments**
 * Procedure**
 * Research Design**

**Results and Discussion** The results are the findings of your research. The discussion is your conclusion of your findings. Make sure you have a good mix between results and discussion – not too much of one while sacrificing the other. Provide visuals when doing so makes it easier to understand the data (e.g., graphs, tables, etc.).

**References** Follow APA formatting when completing your references section. Alphabetize references according to author or title (when there is no author) and single space between the references themselves but double space between each reference. After the references section, provide an appendix for each item: questionnaire, survey, observation sheet, etc. In your text, say, //(See Appendix A)// - not in italics.

**Appendix A**

**Appendix B**

**Appendix C**