We had two questions so far on our finding that use of the native
language in the ESL classroom, one asking for a clarification of the
differenced between judicious use of the native language and
bilingualism and another on the practice of having students compose an
essay in Spanish and then translating the work into English (more on
that in the next post) 
 
Judicious use of the native language - an explanation: 
The study only focused on adult ESL literacy classes. We did not include
classes in which teachers used a bilingual model where two languages are
used purposefully (such as a preview/review model where the teacher
introduces a topic in the native language, spends the rest of the time
in English, and then reviews what has been learned once again in the
native language and allows for a period of questions and answers in the
native language to make sure students understand the content or point of
a lesson). Also not included in the study where classes where some topic
areas (U.S. history and government, for example) where taught in the
native language while English communication skills where taught using,
well, English  
 
We did not include these types of classes because the bilingual model,
consciously designed and applied as such) is not a common model in adult
ESL (it is in bilingual education. And no programs that met the study
requirements were found that consciously and systematically used a
bilingual model as defined in the literature on bilingual education. 
 
We would have liked to include programs that include a native language
literacy component, that is programs that teach non-literate students to
read and write in a language they understand (i.e., the native language
- also referred to as L1) instead of teaching literacy in a language
students are still struggling with (English - or L2 the term used for
the target language). We did find a few programs that used this model
but funding decisions made their inclusion not possible. 
 
We also did not include programs in which teachers translated
directions, vocabulary and content almost constantly, the minute a
single student looked a bit confused, giving students little opportunity
to grapple with English or stay in English for a significant amount of
time and in the process depriving students of the opportunity to build
confidence and competence in understanding and using English.  We don't
see constant translation as a model that is pedagogically sound, given
the need of students to learn to communicate in English and to learn to
engage and process print in English. 
 
What we found was that many of the bilingual ESL teachers adapted their
teaching to the needs of the students and used L1 in support of ESL
learning and teaching. Using their own judgment (rather than a specific
model), they used any number of bilingual strategies which included
providing a quick translation of a task when directions (in a book for
example), proved to be more complex than the task itself or giving an
explanation of a language pattern that confused students. Strategies
also included saying a word in Spanish when students were stuck or using
Spanish to clarify when a student had a question.  
 
Are there other ways to take advantage of L1 in the classroom?
Absolutely, and we can talk about those. 
 
Are teachers who don't speak the language of their students condemning
their students to failure? Absolutely not. There are any number of
strategies that teachers can use when their students are stuck or
confused, and a number of ways in which they can take advantage of L1 in
the L2 classroom. 
 
But this is a discussion for another day.. 
 
Heide
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of kolgin at glendale.edu
Sent: Monday, April 09, 2007 7:52 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 263] Judicious use of first language support
 

>From "What Works" you noted that it was a surprise to see that "a

judicious use of L1" had a positive influence. Can you expound on the
difference between "judicious use" and bilingualism?
Kirk Olgin
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