Chapter 22: Distinguishing Monolingual and Multi-lingual Classes 321
Now, I’m not suggesting the elimination of fun from your lessons but
perhaps you could highlight the aim of the activity, teach additional
phrases we use when we are having fun such as ‘That’s great!’ and offer
subtle reminders to use expressions in English throughout.
✓ Explain the benefits of pair and group work. As teaching methodology
varies from country to country, it could be that students don’t understand
that this kind of work has a serious purpose.
✓ Forestall use of L1. If you don’t want students to resort to L1, teach
them everything they need to say in English. This includes classroom
language like asking for clarification and even asking for the translation
of a word, but in English: ‘Does anyone know how to say that in English?’
✓ Give clear instructions. Communication in English will definitely break
down if students don’t know what they are supposed to do. So make
sure everyone knows what they’re doing before you start and check with
the weaker students directly because they are the ones most likely to
resort to L1.
✓ Give your students some quiet time to prepare. Before actually speaking
in English, give the class a chance to switch languages. This should help
to focus everyone on the task and it gives them time to ask you a question
if they’re unsure about the lesson, which builds confidence.
✓ Encourage teamwork and cross-communication. Make all the activities
you do communication activities. So encourage discussion and set tasks
which students cannot complete unless they speak to someone else who
has the information they need and vice versa – information gap exercises,
which I talk about in Chapter 6 are excellent for this.
✓ Sit the students back to back for some activities. You tend to concentrate
on verbal communication more when you can’t see your partner’s face or
body language. There is less chance of the students just copying down the
information they need from each other and then chatting in L1.
✓ Collect money for a local charity (or a class visit to the pub) from
anyone who speaks in L1. If money isn’t appropriate, collect names and
make frequent offenders do a forfeit of some kind.
✓ Decorate the room with English. Fill the classroom with posters,
magazines and brochures from English speaking countries.
✓ Play English music. Have some English language music playing when
students enter and exit the room.
✓ Have students use English names. If students are in agreement, tell
them the English equivalents of their names and use them. Some students
like choosing an English name or descriptive title for themselves.
‘Hunter’ was one of my favourite Chinese students.