Speaking is perhaps the most sought after of the four macro skills. Learners are keen to master fluency and accuracy; they want to understand mother tongue speakers, and be understood by their interlocutors too. Undoubtedly, having an opportunity to speak in the classroom is a key way to improve this skill; therefore it is the duty of a language teacher to facilitate this. Role-plays, games, debates, presentations are all used to encourage student participation in class. And in a multilingual environment, these methods can generally work quite well. Students have to use the target language, as this is the common language of the class. If they are to be understood by their peers (even for a little gossip!) and by their teacher, they must speak, however unconfident they might feel.  But what about in a monolingual class, where learners can resort to L1? Most teachers who have taught in such circumstances can testify to the fact that getting the students to begin communication in the target language and sustain it is an uphill battle. This area of classroom management is a struggle I myself have faced and will probably face in the future. Here are some techniques my colleagues and I have found to be effective.

The Swear Jar

The English expression ‘wash your mouth out with soap’ typifies the concept of this technique quite well. Bad language merits punishment, in this instance, the ‘bad language’ being the learners L1. Unapproved use of L1 must be paid for, literally, with money being put in the ‘swear jar’. Any money collected throughout the term/semester can be used for a class treat at the end of the period.  Word of caution, the rules of this type of system have to be clear from the offset, students have to be ‘game’ so good rapport with your class is necessary.  The students were capable of producing the target language but would often fall into the habit of using their L1. The ‘Swear Jar’ stopped that, the students’ naturally competitive nature kicked in and soon English was the only thing heard in the classroom.

The Forfeit

Another punitive measure, students have to perform a forfeit when they speak L1 in the classroom. It’s safe to say, the more embarrassing the forfeit, the more effective the technique! Again having a good rapport with your students is important in this method. It might be a good idea to have a bank of forfeits up your sleeve to use when the need arises. You could even have the students come up with the forfeits; including the learners in the rules and the consequences tends to work quite well.

Positive Reinforcement

It is a known fact that people respond well to commendation. A compliment, or simply a ‘well done’ can be an effective way to encourage positive behaviour. Teacher’s can use this understanding to encourage learner’s use of English in the classroom. When a student uses English in a presentation, when he/she uses the target language in both controlled and freer practice, give specific and genuine praise.  Make sure other students see the commendation; you can even take out time at the end of the class to give this positive feedback. This method works well with students who are particularly motivated, but can be used to encourage even the most lethargic student.

L1 in the classroom doesn’t have to be a problem. With the right strategies in place, students can be encouraged to effectively use the target language  as much as possible.

 

Daniellar Amoah

UK Academic manager