Metalanguage: yay or nay?

This piece delves into whether using metalanguage helps or hinders language learners.

Just for the sake of it

Teachers are taught using metalanguage, i.e. CELTA or DELTA, and this is perhaps how learning used to be in the days of old. The grammar translation method is such a method or classical teaching also comes to mind. There is a case to be made for using terminology which can be used to classify and categorise, to help distinguish one type of grammar from another, for example, or to help pass tests, which rely on these types of terms. Though, this is where the culture and the education system may well vary. In some parts of the world such as Italy and Romania there are solid grammar foundations to their approach to English language learning. This can in some case, i.e. in Spain, be at the cost of speaking practice, and have a detrimental effect on the progress of the student. Ideally, it could be argued, a strong grammar led instruction using interaction rather than the teacher lecturing the whole time and plenty of speaking practice would be ideal. Again, it depends on the culture as what is taught is a reflection of how language is considered or one could say ‘treated’ in schools. Increasingly, in the Netherlands, for example, schoolteachers feel uncomfortable teaching grammar, children feel they have no affinity with it, and in one alarming case, first year secondary pupils refused to pay attention when present simple vs continuous was being demonstrated by an experienced teacher. So, should meta language be used just for the hell of it? Or perhaps in moderation?

Metamorphosis

The times are a changing, and, as a teacher, it is crucial to keep the students involved and that they are intrinsically connected with the material. Personalisation, humour, memorable examples and powerful statements can certainly help. On the other hand, metalanguage can be demotivating and confusing for young people, for example. Demotivation can occur when unfamiliar words take over and overwhelm and take away from the enjoyment of learning, which is the last thing you want. Grammatical terms can be included in a list or glossary and handed out or sent in the first lesson. Only using the actual names of the verb tenses may be enough. Words like ‘functions’ can be replaced with ‘situations’, especially for lower levels and auxiliary verb = helping word, past participle = 3rd column verb etc. Simplifying is not a bad thing. If it makes things easier and more accessible for learners, then why not partake? Language is always evolving, and, unfortunately, some might say, not for the better. Abbreviations and acronyms are preferable to full forms and slang and swear words pop up (the latter really depends again on where in the world you are). It is not uncommon for formality to get muddled these days, which again, tells you a lot about the country where you are teaching or what the norm is for a student from a country, i.e. in the Netherlands, most people are used to writing informally with neutral being the most formal register (as in type of formality) generally speaking, while in Japan, for example, formal writing reigns supreme. The key is to learn something of the culture and the way things are done where you work or with whom (now more commonly known as who) you teach. By having this know-how, you can tailor your courses to suit the needs of your learners more effectively. With experience and exposure to different cultures and how they learn, you can improve the learning experience for the learners and the teacher too. Thus, metalanguage can be used when it benefits the learners, when it fits in with the culture where you work or where the students are based. It can be valuable, it can be used sparingly or as and when necessary. All in all, depending on who is being taught and where, it can be important and even play a key role in some grammar activities, by way of illustration, or it can be minimalised as much as possible, which could be a blessing in disguise for those in mind.

How about you? Have you ditched metalanguage in your lessons? Or do you use it in certain circumstances?