HOW SHOULD WE RESPOND WHEN STUDENTS USE THEIR NATIVE LANGUAGE (L1) WHILE IN COOPERATIVE LEARNING (CL) GROUPS?
1. Some use of the L1 may be beneficial for a number of reasons. For example, some words are very difficult to explain or guess from context, and if the group has a time limit, it may be faster to use an L1 translation. Remember, we’re helping students add a new language, not subtract their L1. 2. Rather than punishing L1 use, we can praise L2 use? 3. We should consider whether there is sufficient language support, e.g., demonstrations of appropriate language, so that students have the resources to do the task in the L2. 4. A long-term view is needed because students need a while to get comfortable and confident with the L2 and with working in groups. 5. One member of each group can be the Language Monitor whose role is to encourage appropriate L2 use. 6. CL activities, such as Think-Pair-Share (Kagan, 1994), provide students with time to plan before they need to speak. In Think-Pair-Share, each student first thinks alone about the teacher’s question or task. Next, they discuss with on
