In some ways the idea of perfect understanding from week 1 and the use of L1 in the classroom go hand in hand.
In some ways the idea of perfect understanding from week 1 and the use of L1 in the classroom go hand in hand.
The use of L1 is one area where I was most vulnerable just starting out. I had a tendency to want the students to perfectly understand instructions. Being new to a language barrier environment myself, as a newly arrived limited Japanese speaking person, I was constantly asking the pair teacher to translate the instructions. Fortunately for me a co-worker (with whom I still work) showed me a better way. The point from the lecture that struck me the most was: "if it saves time that can then be used for activity in English" Yes, I would rather the students spend 15 minutes using the grammar point than trying to overcome a large comprehension barrier.
As an assistant language teacher in Japan, I have worked with teachers across the L1 spectrum. I will say that the best, most responsive students/classes were with teachers who limited use of L1. In my experience in public Jr. High schools here, teachers uses L1 in class more than English--even for simple things. Those frustrating experiences really informed my own beliefs and practices.
Any other teachers from Japan have similar experiences?
The use of L1 is one area where I was most vulnerable just starting out. I had a tendency to want the students to perfectly understand instructions. Being new to a language barrier environment myself, as a newly arrived limited Japanese speaking person, I was constantly asking the pair teacher to translate the instructions. Fortunately for me a co-worker (with whom I still work) showed me a better way. The point from the lecture that struck me the most was: "if it saves time that can then be used for activity in English" Yes, I would rather the students spend 15 minutes using the grammar point than trying to overcome a large comprehension barrier.
As an assistant language teacher in Japan, I have worked with teachers across the L1 spectrum. I will say that the best, most responsive students/classes were with teachers who limited use of L1. In my experience in public Jr. High schools here, teachers uses L1 in class more than English--even for simple things. Those frustrating experiences really informed my own beliefs and practices.
Any other teachers from Japan have similar experiences?
I remember once observing a high-school English lesson in Japan, focusing on reading comprehension. I would say, without exaggeration, that at least four-fifths of it I couldn't understand, it was in Japanese.
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