Continuing our look at the use of translation and students’ own language in the classroom, Philip Kerr, author of the award-winning Translation and Own-language Activities, provides a useful technique for any teacher wishing to move towards an ‘English only in language for classroom management’ policy.
‘Sandwiching’ in the language classroom
It is quite possible that you have used the technique of sandwiching without knowing its name.
When you are speaking to the class, or an individual student, in English, insert a translation into the students’ own language of a word or phrase of anything that you think is important, but that you think may be difficult for the students to understand. Immediately after this own-language gloss, repeat the word or phrase in English. Teachers can signal this sandwiching by using a short pause and lower pitch, much like an aside in a play.
Here is an example (with French):
When you are speaking to the students, in English, and you need to say something that you think they will find difficult to understand, you insert a translation – vous ajoutez ou insérez une traduction – you insert a translation into the students’ mother tongue, and then follow this immediately by repeating the word or phrase in English.
How to use sandwiching
Sandwiching can be useful for students of all levels and can be used at any moment in a lesson.
Most typically it is used when giving instructions or when glossing a word or phrase during an explanation. It may also be used during more informal moments when, for example, the teacher is chatting with the class. In Teaching Languages to Young Learners, Lynne Cameron gives the following example of sandwiching in a class in Malaysia while the teacher is giving instructions.
T: OK (.) now group one (.) say a word that you do not understand (.) perkataan yang kamu tak faham … (Translation = a word that you do not understand)
T: now (.) when I point to the word I want you to put up your hand and say the word (.) OK? sebut perkatataannya (Translation = say the word)
Why does this help?
This technique allows teachers to introduce new language in a meaningful and gradual way without breaking up the flow of the lesson. In the process, a large number of both planned and incidental opportunities for learning can be created. Wolfgang Butzkamm and John A W Caldwell have argued that this technique is the single most important technique in foreign language teaching, but remind the reader that it has nothing to do with the practice of some teachers who translate everything that they fear students may not understand.
Our aim is to work towards a policy of English only in language for classroom management and explanation. Worried that this is unachievable, many teachers never attempt it. The sandwiching technique is the most efficient way of moving towards this goal.
For more techniques and practical examples of using students’ own language in the classroom, check out Translation and Own-language Activities by Philip Kerr.