Impact of other languages

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Learners’ L1 or other languages they know or have learnt can affect

their learning of English in ways that can be helpful, but also in ways
that are sometimes confusing, due to the similarities and differences
between languages.

Here are some examples of the way that prior knowledge of languages and
cultures can influence learning another language:

Pronunciation 
Sounds, word and sentence stress and intonation can be similar, or
completely different. Learners may find unfamiliar sounds or combinations
of sounds difficult, or fun to try.

Register
Different languages and cultures have different mechanisms for addressing
people of different social status, or showing politeness or deference.

Vocabulary
Languages may share similar words (cognates) or there may be false cognates
- words which look similar but have different meanings in different
languages. Some languages borrow words from other languages, including
English. In other languages, very few words are recognisably similar to
English.

Grammar
Grammatical concepts like time and tense can differ between languages.
Some languages use time markers instead of different verb forms, to show
different times. Verb tenses may be constructed in a similar way but have a
different meaning, or tenses may have multiple meanings, just like in
English. Sentence construction may be similar or different to English.
Spelling
Languages can have different sounds/spelling relationships, and a different
alphabet can present its own challenges.

Social interaction
Languages and cultures have specific ways of achieving certain social
functions, such as starting and finishing conversations, interrupting without
being seen as rude and changing the subject. These might be very different
between a learner’s L1 and English and can affect vocabulary choice,
grammar and pronunciation.

Writing
The layout and writing style may differ between learners’ L1 or L2. The
degree of formality of different languages in different social situations is also
culturally-specific.

Where there are differences between languages, they may be variously

interpreted by learners as interesting, fun, challenging or difficult.

You might choose to watch whole films with your class - this can be good for
extensive listening. However, the activities below are focused on using short
video clips (up to 5 minutes) which leaves lots of time for language and skills
work. Make sure you watch the video first to make sure it is suitable for your
learners’ age, culture and context.

Ideas for watching video in class

You could download and show video on a screen, use DVDs, or stream
online if you have a connection, or ask learners to watch video at home or on
their own mobiles, if they have access. Make sure you watch the video first to
make sure it is suitable for your learners’ age, culture and context! Here are
some activities you could try:
  KWL. Before watching, learners think about and share: 
-what they know about the topic
-what they want to know
-and, after they have watched, what they have learnt.
 Learners predict what happens next (and/or what the people in the
video say) then watch to see if they were right.
 Learners write/discuss/act out an alternative ending/beginning.
 Learners choose a character and imagine what happened before the
video clip / what their life is like now. They could write or talk about
this, or act it out.
 Learners role play a conversation between people in the video.
 Use the video to introduce new language in context.
 Watch or listen to a video of a story. Learners write (or kids can draw)
the story afterwards.
 Watch the video without sound and guess what people are saying.
Learners could ‘dub’ the video by acting out the conversation as the
video plays.

Ideas for making videos

Learners could make their own videos, perhaps using a phone or video
camera, or you could film them. Then they can watch each other’s videos,
using one of the listening activities above. You could assign video-making
for homework and/or might also choose to use the videos for assessment.

 You could film any of the role play or drama activities above e.g.
conversations from the video, acting out an alternative ending.
 Learners can script and make their own advertisement / information
video / news cast / interview / movie scene etc.
 Film individual or group presentations.
  Learners could edit their videos, add subtitles etc. and share them on a
class vlog.
 Learners can make videos on their phones with the camera or by using
apps such as animoto or Magisto.
 Learners make their own animated videos using applications such
as Powtoon.

Reflective practice
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Watch Rod Bolitho talking about the importance of reflective practice in

continuing professional development.

Reflective practice is an approach to teaching that involves critical

evaluation of your actions, to better understand your strengths and areas for
development as a teacher.

In other words, you look back at what you’ve done, consider carefully
whether it worked or not, and if so, why. This helps you to pinpoint and
develop successful practices, as well as identifying your professional
development needs and finding solutions for problems.

You may be familiar with Kolb’s experiential learning cycle – reflective

practice is based on this:

1. You have an experience e.g. you teach a lesson

2. You reflect on the experience You think about what went well, or not so
 well

You identify what it was that made the

lesson go well or not so well – the
3. You critically analyse the experience
activity? Your instructions? Your
knowledge of the subject/topic? Etc.

e.g. you try the same speaking activity

with another class because it worked
4. You plan future actions based on what
well, or you research language so that
you have learnt
you know the language point better for
next time, etc.

Most teachers reflect mainly on lessons, but you could reflect on other things
too: a course, an interaction with a learner/parent/co-worker, an interview or
conference presentation, for example.

Ways to reflect

 Keep a reflective journal of what went well or not so well in a lesson

 Ask your learners for feedback on a lesson or activity
 Make notes in your coursebook after each lesson
 Talk through your lessons with another teacher
 Ask a colleague to sit in and observe your lesson (peer observation)
 Record yourself teaching (and then watch it!)
  Use an online journal to keep your reflective practices in one place -
notes, videos, documents, links

Whatever you choose to do, the process of reflection helps you to keep
learning and developing as a teacher.

Over to you

 What reflective practices you do already?

 Which would you like to try?
 How have you been reflecting on your learning throughout this course?
(online journal/written journal/something else)