It must be fate.
Coincidence number 1
Team GB wins their first gold at the Olympics today.
And they go on and win another.
Singapore wins their first medal today.
I win the TEFL.net Site of the Month today.
Today must be a very good day.
Coincidence number 2
He gathers a following, some of whom are in my PLN.
Güven decides to come to International House London to do his CELTA.
Of the 5 different CELTA courses running at IH London at the moment,
Güven is allocated to mine.
Güven blogs about his Day 1 on his CELTA, Vicky Loras reads it and realizes the tutor he is talking about is me.
Vicky is in both our PLNs.
Vicky RTs the post with me in cc.
Coincidence number 3
Güven tells me he intends to blog daily about his CELTA experience.
I feel tremendously lucky to have a way of getting daily feedback on the teacher training I do (instead of having to wait till the end of the CELTA for course feedback).
I write a long comment on Güven’s post regarding the first day of his CELTA.
The comment gets lost in the ether and neither of us knows where it’s gone.
I realize that I could blog alongside Güven about the CELTA course I’m running.
And that this could be an amazing resource and archive of a trainee’s and a trainer’s diaries of the same CELTA course.
I post the lost comment as a blogpost here on my site.
And so here it is…my lost comment… (Do read Güven’s entry before reading this)
And the start of The CELTA Trainer’s Diaries – Part 1.
Thank you, Güven, for journaling your experience on the CELTA.
This would no doubt be a invaluable resource for those who have done a CELTA, are doing a CELTA, or are thinking about doing the CELTA.
It’s amazing how the 30-minute Chinese lesson, in and amongst the 5 hours you spent with me on the first day of the CELTA, was the part you remembered most.
I suppose that it goes to show the fact that no matter how experienced we are, we must never forget what it feels like to be a language learner all over again.
As for the issue with the use of L1 in the classroom, I won’t go out of my way to avoid it. There are times when the use of L1 is either unavoidable or could actually be beneficial.
Although I know that some teachers feel that any amount of English in the classroom would mean extra exposure to the language, there is also an argument stating that L1 could be useful in the classroom.
In Vivian Cook’s Portraits of the L2 User, he gives some good reasons for the use of L1, including:
- Learners are going to translate it into their L1 anyway, even if you don’t.
- Telling learners off in L2 just doesn’t carry the same weight.
- Instructions, especially for lower level learners, are more effective when given in the L1.
- Using L1 for contrastive analysis e.g. comparing the tenses between two languages, can prove helpful.
- Using L1 for translation exercises can help learners develop a valuable skill that at some point of their career, they’ll need to use. They may not become professional translators but they might be asked to translate an email or an excerpt from English. We mustn’t be put off by the shadow cast by the Grammar Translation era. We are no longer talking about random meaningless translations here.
- Using L1 and L2 concurrently can help learners develop the skill of code-switching (i.e. switching between two languages when communicating). This is becoming a more and more common phenomenon we see amongst learners who speak English but share another language. What fun!
Sometimes the use of L1 could just be the sensible thing to do.
After all, why spend 20 minutes trying to explain and concept check the verb ‘happen’ to a group of Elementary learners when you can spend 2 seconds translating it and getting it across perfectly.
Evidently, many words or lexical chunks do not have a direct translation and these are the times I might concept check in English and give examples of usage instead.
Then there are times when the use of L1 helps the learner to get a feel of the phrase/sentence.
When getting learners to get their tongues around phrases like ‘It’s none of my business’ or ‘What has ~got to do with ~?’, I’ve found it helpful to get my multi-lingual classes to say the phrase in their own language (with the accompanying gestures) and then again in English, so that the emotions attached to the phrase is transferred to the English phrase.
I suppose, like most things in ELT, it’s all about not throwing the baby out with the bathwater.