There’s something I used to do in my classes. An early version of my vocabulary review was making up little strips of paper that had a sentence in German on it, using one of the words we’d covered in class.
The sentences were things like this (the underlined words are examples of the vocabulary):
- The person on my left makes several questionable statements.
- When I saw the person across from me today, I felt joy.
The result was not only that people got very good at vocabulary such as ‘on my left’ and ‘across from,’ but that it was often surprising (to me) which phrases were difficult for my students to translate.
(Fun aside: for other reasons, I’ve missed these activities and am working on adding them to the worksheet generator.)
Why translate from L1?
In spite of the fact that I was taught to do all English, all the time in the classroom, I realized that I wasn’t serving my students well. I began to understand students who said to me “I do fine in the lesson, but when I have to talk to a customer I draw a blank.”
My students were hitting walls when they hit a spot in a conversation where in spite of being able to say what they want to say in English, they are stuck at a fixed phrase. These are things like “in Anbetracht der Tatsache…” which translates to “considering the fact,” but, while we covered ‘to consider’ in class nobody thought to connect it to that particular phrase.
Maybe this whole thing is about how I failed my students.
The point I want to make, however, is not that I failed. It’s that translating from German gave them the skills to start working around these roadblocks. (And, in the example above, it was generally fun to accuse the person next to you of being questionable.)
How I do it now.
The question that became the title of this blog came in a lesson where we’d used an emailing worksheet I made (it will eventually be available with my other business worksheets) and had to translate a ‘typical’ business email from German into English.
The whole goal of the exercise (really, of all the emailing worksheets) is to try and identify as many of the phrases my students use often in their emails and to help them find English formulations for them.
Then, the next week (yesterday’s lesson, in this case), a student came in and asked “could we translate from German more? That was much harder than translating from English.”
And, I realized, I need to get more of that back in the lesson.
Some of my classes (more elementary classes) get worksheets that include translation from German as one of the ‘steps’ that vocabulary goes through. But, there’s a limit to how much work a group can get, so not everyone gets it.
When I get some time for coding again (I’m working hard to get there!) I want to make review translations one of the review options provided. I’d like to have the option of occasionally making that homework, or cutting the sentences up into strips to play the same game again.
Until then, I’m really glad in retrospect that I opted to use emails in German in my worksheets.