The use of L1 in the L2 class

                
       In the past, the use of L1 in the English class was considered outrageous, an inadmisible option under any circumstance. However, in recent years teachers and specialists have changed their opinión about this situation, as long as certain facts are analysed and included in the scenario.
      
       The use of L1 in the L2 class is very attemting and even time saving in many cases; still is a very risky option. We have surely experienced moments like this: in order to clarify the meaning of a Word we give a long definition and by the end of it our students say "Ah! It's a...."(the Word translated)". If we analyse this example, we can find that it has two connotations: first, it is completely natural for students to translate words or phrases, and second, in some cases they need it as part of their scaffolding structure. However, translation is such a quick and easy solution that some teachers may overuse it, and in that case more wrong tan good is done.

       If we compare the act of translating a Word in a second, in terms of students' effort and production, the answer is zero. Instead, if examine the other option: using L2 to clarify or explain the meaning of a foreign Word, the answer is that students can understand the meaning and they are not passive at all, their minds are working to get the meaning.

       The more we use L2, the better for the students; a class that is given in the mother tongue is an utter waste of energy and time. We should not spoon-feed our students, quite on the contrary, we should raise the bar and offer them challenges. Although it is ok to take shortcuts from time to time to explain the meaning of a difficult Word, a good and profesional teacher gives the class in L2, because in this way we show that we do not underestimate our students' intelligence and that we do know they can make the effort to exceed themselves.

                                                                                                   Aurea Obeso
Bibliography
Gower, R.;Phillips, D.; Walter, S. (2005). Teaching Practice. Handbook. United Kingdom. Macmillan.