By Julie Sykes, CASLS Director
The purpose of this activity is to exemplify appropriate L1 use in the world language classroom. Specifically, we focus on the role of the L1 in facilitating deep inquiry and reflection.
Modes: Interpretive, Interpersonal
Materials: Three transcripts of leave-takings in the L2 that involve pre-closers (utterances that indicate that the conversation is about to end without explicitly ending the conversation).
Procedure:
- Provide learners with a few transcripts of conversations that includes leave takings.
- Novice: Learners underline any pre-closers.
- Intermediate: Learners underline any pre-closers and compare/contrast them to what they normally do in the L1 in a Venn Diagram.
- Advanced: Learners read a target language etiquette guide to understand the complexities of saying goodbye and color-code the transcripts based on whether or not utterances adhere to or flout the norms they read about. They use this knowledge to set goals for themselves for future interactions.
Potentially necessary L1 supports:
- Novice: It may be necessary to provide one or two words in the L1 to clarify expectations in the L2 as they relate to the use of pre-closers in leave-takings and/or provide examples of pre-closers in the L1.
- Intermediate: It may be necessary to allow use of the L1 to engage in highly critical analysis of the extent to which one’s practice is indicative of L2 conventions.
- Advanced: Learners may need to engage in reflection and evaluation of what they have learned and the degree to which they can incorporate it in their practice in the L1.
- Look at the interactions as a class and use inductive reasoning to articulate a series of expectations regarding the use of pre-closers in the L2. For novice and intermediate learners, these expectations should be articulated in the L1, and the discussion that contributes to their articulation will also be largely in the L1.
- Revisit the transcripts at hand.
- Novice: Learners vote as a class if the transcripts they read were appropriate based on the expectations articulated in Step 2.
- Intermediate and Advanced: Learners discuss (as a class) if the transcripts they read were appropriate or inappropriate based on the expectations articulated in Step 2. They make changes so that the conversations that were inappropriate are appropriate.
Potentially necessary L1 supports:
- Novice: None unless there are significant misunderstandings.
- Intermediate and Advanced: Brief commentary or discussion regarding the exploration or comprehension of nuanced language.
- Engage in creation related to leave takings.
- Novice: Students create a short comic strip or meme that showcases leave takings with pre-closers.
- Intermediate: Students create a comic strip or series of memes that utilizes pre-closers in such a way that it showcases both appropriate and inappropriate leave takings.
- Advanced: Students create a comic strip or series of memes that utilizes pre-closers in such a way that it showcases both appropriate and inappropriate leave takings. They must demonstrate knowledge and understanding of cultural values related to leave-takings through careful incorporation of content.
Potentially necessary L1 supports:
All levels: Clarification of cultural nuances and visual communication strategies (such as the use of gestures) that may not have been explicitly discussed or evident in the transcripts.
Notes:
At all proficiency levels, teachers should use as many communication strategies as possible to facilitate use of and thinking in the target language. However, if deep thinking and inquiry are impossible in the L2 given the learners’ proficiency, educators are encouraged to permit the use of the L1 and to set very clear expectations regarding the extent to which the use of the L1 will be permitted in class. Setting such expectations will not discourage L2 growth, but rather ensure that learners are engaged cognitively in higher-order processes. Such engagement is a critical factor in motivating ongoing, sustained learning.
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