L1 in L2 Teaching and Learning
LESLLA
Koeln, Germany
Dr. Heide Spruck Wrigley
Literacywork International
LESLLA in Koeln
Not just about learning
English
Although expectations
persist that everyone speak
English .. Or
Framing Considerations
Presentation Informed by
•
•
•
•
•
•
•
Teacher training on US-Mexico border
National studies on ESL - L1 use in L2
Dpt of Labor – Language and Literacy in US and Mexico
Technical Assistance on dual language program designs
Project on mediated self-access to technology
National Academy of Sciences – Adult Lit and Cognition
Life and work consists of moving across and between
languages
Associations and Connections
Cognitive sciences shows
that the brain learns through
associations of ideas and
concepts previously learned
Brain Makes Assocations Between
•
•
•
•
•
•
Prior knowledge and current knowledge
Multiple sources of input (text, visual, auditory)
Different kinds of texts
Previous experiences and new experiences
Oral and written language
L1 and L2 systems
These connections deepen learning and information
retrieval becomes more effective
Connecting Fish Stories
Teacher can preview
anectode in L1 or in the
target language
A Typical Conversation with my Mom
http://www.youtube.com/watch?v=XmecyCCdknk
Using L1 to Facilitate Comprehension
• Teacher offers preview of video in L1
• Students predict what words they might hear (L1 and L2)
• Teacher focuses students on a few key phrases (I don’t like
fish; it’s good for you) – T allows student to translate
• Students watch and listen – focus on key words of the video
• Students work in pairs to retell story – using stick figures as
part of a story board. Students may use L1 as they discuss
the story – but try to recreate dialogue in English
• Teachers work with students to recreate story in English,
using story boards (Language Experience)
Research in Cognition and L1/L2
Research in Cognition and L1/L2
• Both L1 and L2 systems are active in the brain
– L2 learners are mental jugglers
– There is no switching off L1
– Translation continues even with advanced proficiency
• Cummins: Underlying Common Proficiency
– Linguistic knowledge from L1 system transfers to L2
– Both as interference and as source of knowledge
– “The more you know, the more you know”
See references
The What Works Study
• Examined “learning opportunities” and instructional
practices that promote English acquisition for LESLLA
learners (Condelli and Wrigley, 2009)
• Showed that the “judicious” use of the native language
positively influences second language development
(ESL) of LESLLA learners
• Found that learners in programs where L1 was used
judiciously had higher English scores than learners in
classes where only English was used
Does Multi-lingualism Make You Smarter?
• Bilingual children score higher on cognitive tests
– Able to ignore irrelevant information
– Better able to switch between tasks
• Bilingualism protects against dementia (less precipitous
decline on tasks that demand “executive function”) -
Judith Kroll – see references
Socio-Political Contexts
Language Attitudes and Ideologies
• Most of the world operates in bi-or multi-lingual
contexts
• Where mono-linguals predominate –Encouragment and
use of L1 issue becomes emotional and contentious
–
–
–
–
Fear of separatism
L2 or L1 – seen as a zero sum game
Lack of understanding of SLA: Why can’t they just …
Native languages are commonly used in L2 learning by
students or bilingual teachers – and definitely by the brain
• Skeleton in the closet
Stealth Teaching
Assumptions about Language
Assumption that L2 Literacy is the Only Literacy that Counts
Resurgence
Heritage Languages
• Resurgence of Catalan and Basque
• Celtic languages
– Wales – public notices and such
Lost in Translation
Increased Attention to L1 and L2
• Studies in the bilingual brain (imaging)
• Understanding of the economic value
– Higher earnings
• L2 literacy not the only literacy that counts
• Professionalism in Bilingual Contexts
– Health care workers
– Mechanics
– Construction
Rationale
Practical Applications
The Dilemma
Bilingual Aides
• Refugee Programs in Australia
• Women’s Refugee Alliance
• Intake and Assessment
• Someone who looks like me
• Focus Groups and Discussions
• Issue of voice
• Bilingual Aides as Liaisons and Advocates
L1 in L2 Classroom
Multiple Ways of Using L1
• Welcoming Team
• Making L1 and L2 interaction explicit
– Contrastive analysis of writing systems
• Print awareness and curiosity
– Signs, labels
• Peer to peer interaction
– Retelling
– Problem Solving Scenarios
– L1 coaching (names, holidays, recognition)
Problem-solving Scenarios
Example: The Rich Immigrant
The following slide presentation can be
used with or without text or sound. We
recommend the teacher preview the story
orally in L1 or L2 and then tell the story
using the slides without print to start.
Students then retell the story based on the
slides. On the second round, the class
reads the story together. Students may
also listen to the story independently using
the audio slides.
The Rich Immigrant
•
•
•
•
Return to
Beginning
Story without text
Story with text
Story without text with narration
Story with text and narration
The Rich Immigrant
WITHOUT TEXT
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
The Rich Immigrant
WITH TEXT
Return to
Beginning
1. This is a story about Abel. Abel lives in the United States. He
is an immigrant from Ethiopia.
Return to
Beginning
2. Abel has a job. He drives a taxi in Washington, DC. He is not
rich, but he makes enough money to pay for necessities.
Return to
Beginning
Return to
Beginning
3. Abel lives in an apartment with running hot and cold water, a
TV and a new refrigerator. Abel has a family: a wife, two
children, and a brother. He helps support his brother because
the brother is out of work.
Return to
Beginning
4. Abel is from a poor village in Ethiopia. The village is very small.
Abel's family has food to eat but not much else. They do not have
running water, a television or a refrigerator. Most people in the
village do not have jobs, but they do have electricity.
5. When Abel comes to visit, he brings presents for all the people
in his family. They are happy for his gifts, but they think he should
bring more: a TV, a radio, blue jeans, and tennis shoes.
Return to
Beginning
6. People in his family think Abel is a rich man because he lives
in an apartment, has a car, and has a job.
Return to
Beginning
7. The other people in the village are also poor. There is a
tradition in the village: when an immigrant comes back to visit,
he brings presents for all the families in the village.
Return to
Beginning
Return to
Beginning
8. Abel doesn't know what to do. If he goes home, he must bring
presents. Presents for his family are expensive. Presents for the
whole village are very expensive. He can't afford to buy so many
presents.
Return to
Beginning
9. Abel knows that if he does not bring presents for the whole
village, some people will say bad things to his parents. They
will say, "Your son is a bad son. He lives in America. He is rich.
He should bring presents for all of us."
10. Abel wants his family back home to be happy. But he needs
money just to pay the rent. His children would like bicycles and
his wife needs a new winter coat.
Return to
Beginning
11. Abel misses his parents. He wants to fly back to his village
in December. The flight will be very expensive and he can't
afford a lot of presents.
Return to
Beginning
Return to
Beginning
12. If he doesn't fly back, his parents will be sad. If he flies back
and does not bring many presents, the villagers will say he's a
bad son. If he uses a credit card to charge a lot of presents, his
family will suffer. He doesn't know what to do.
The Rich Immigrant
WITHOUT TEXT | WITH NARRATION
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
Return to
Beginning
The Rich Immigrant
WITH TEXT | WITH NARRATION
Return to
Beginning
1. This is a story about Abel. Abel lives in the United States. He
is an immigrant from Ethiopia.
2. Abel has a job. He drives a taxi in Washington, DC. He is not
rich, but he makes enough money to pay for necessities.
3. Abel lives in an apartment with running hot and cold water, a
TV and a new refrigerator. Abel has a family: a wife, two
children, and a brother. He helps support his brother because
the brother is out of work.
Return to
Beginning
4. Abel is from a poor village in Ethiopia. The village is very small.
Abel's family has food to eat but not much else. They do not have
running water, a television or a refrigerator. Most people in the
village do not have jobs, but they do have electricity.
5. When Abel comes to visit, he brings presents for all the people
in his family. They are happy for his gifts, but they think he should
bring more: a TV, a radio, blue jeans, and tennis shoes.
Return to
Beginning
6. People in his family think Abel is a rich man because he lives
in an apartment, has a car, and has a job.
Return to
Beginning
7. The other people in the village are also poor. There is a
tradition in the village: when an immigrant comes back to visit,
he brings presents for all the families in the village.
Return to
Beginning
Return to
Beginning
8. Abel doesn't know what to do. If he goes home, he must bring
presents. Presents for his family are expensive. Presents for the
whole village are very expensive. He can't afford to buy so many
presents.
Return to
Beginning
9. Abel knows that if he does not bring presents for the whole
village, some people will say bad things to his parents. They
will say, "Your son is a bad son. He lives in America. He is rich.
He should bring presents for all of us."
10. Abel wants his family back home to be happy. But he needs
money just to pay the rent. His children would like bicycles and
his wife needs a new winter coat.
Return to
Beginning
11. Abel misses his parents. He wants to fly back to his village
in December. The flight will be very expensive and he can't
afford a lot of presents.
Return to
Beginning
Return to
Beginning
12. If he doesn't fly back, his parents will be sad. If he flies back
and does not bring many presents, the villagers will say he's a
bad son. If he uses a credit card to charge a lot of presents, his
family will suffer. He doesn't know what to do.
L1 in Bilingual Contexts
Programmatic Strategy
• Build dual language competence – Low Literate adults
– Spanish Medical Terminology plus English for Heatlh
– IT – Green construction – Electricians – Pathway to Certificate
Validating Experience
Amazon
Sample
Lila Downs: Medley: Pastures of Plenty/This Land is Your Land
Teachers and Students Share the Same Language
Using L1 Purposefully, Judiciously, Strategically
• Preview in L1 to build schema
• Review to focus on what’s been learned
• Minimize continuous translation
– slow down – simplify language –
– say it a nother way - Act it out – draw it
• get students on your side (shrimp)
• Allow students to communicate non-verbally
Resources for Teachers
Literacywork.com
Challenge for LESLLA
•Acknowledge and break
down attitudinal barriers
•Further explore L1 in L2
•Examine and document
•Create student profiles
Further Explore L1 in L2 Contexts
• Explore the difference that teaching and learning in the
native language can make
– In bilingual learning contexts
• Teachers and learners share the same language
• Learners share a common language
– In multilingual contexts
• Some students share the same language
• The teacher and the students do not share a common language
• Develop teaching practices and learning strategies that
take advantage of the L1 and L2 connections that the
bilingual brain makes
What Happens When We Talk about L1?
We might as well be wearing
ear rings that say …..
References:
•
Condelli, L. and Wrigley, Heide Spruck (2009) What Works Study: Instruction, Literacy and
language learning for Adult ESL Literacy Students. In S. Reder and J. Bynner (Eds.).Tracking Adult
Literacy and Numeracy Skills: Findings from Longitudinal Research. London & New York: Routledge.
•
Cummins, J (2001) Empowering Language Minority Students: A Framework for
Intervention. Harvard Educational Publishing Group. Vol. 71, Number 4/Winter 2001
•
Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy;
Presentation to the National Academy of Sciences Panel on Foundations and
Applications to Adolescent and Adult Literacy
•
Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda,
American Psychological Association, 22.
•
Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In
D. August & T. Shanahan (Eds.), Developing literacy in second-language learners:
Report of the National Literacy Panel on language-minority children and youth (pp.
75-122). Mahwah, NJ: Erlbaum. –
•
References (2)
•
Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy;
Presentation to the National Academy of Sciences Panel on Foundations and
Applications to Adolescent and Adult Literacy
•
Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda,
American Psychological Association, 22.
Lukes, M.M. (2009). ‘We thought they had forgotten us’: Research, policy, and practice
in the education of Latino immigrant adults. Journal of Latinos and Education, 8, 2, 161172.
•
•
K. Rivera & A. Huerta-Macias (Eds.) – ( 2008) Adult biliteracy: Socio-cultural and
programmatic responses . New York, NY: Laurence Erlbaum Associates.
•
•
Rivera, K. (1999).Native language literacy and adult ESL instruction. ERIC Digest.
Washington, DC: National Center for ESL Literacy Education
•
References (3)
• Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of
literacy. In D. August & T. Shanahan (Eds.), Developing literacy in secondlanguage learners: Report of the National Literacy Panel on language-minority
children and youth (pp. 75-122). Mahwah, NJ: Erlbaum.
• Wrigley, H. S. (2003). What works for adult ESL students? Focus on Basics,
6(C). Retrieved March 2, 2006, from www.ncsall.net/?id=189
Heide@literacywork.com