| Voluntary tutors in small, adult ESL classrooms face the issue of how much to allow their students to converse among themselves during the lesson in their mother tongue (L1). Using video data from two tutors, this case study focuses on use of the L1 by the students seeking to clarify from peers what the tutor said. As the focus of attention shifts from the tutor as the source of information, to a student translator, the tutor has allowed authority to be delegated to that translator. The study examines when, where, and how the tutor delegates authority to the translator, and who is the primary source of information in each classroom: the tutor or the translator.;The results indicate that the natural L1 interaction can be turned into peer-assisted learning (PAL). The tutor would insist that students initially address all clarification questions to her, and then request help from the translator if needed. This process allows, yet controls, L1 use in the classroom, and increases English practice for the student in that they first direct their questions in English to the tutor. |
