This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term 'mainstream' refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.Key words: first language; applied linguistics; Vygotsky; sociocultural theory; second/foreign language instruction Introduction Scholars in the field of applied linguistics hold that contexts play a major role in learning a language. While explaining Vygotsky's theory of "scientific" and "spontaneous" concepts, Lantolf and Thorne (2006, p. 294), for instance, stated that learning an FL is dissimilar to learning an L1 in certain respects. He elaborated that unlike an L1, which is learned practically and freely in a natural upbringing, an FL is learned in a controlled and a time-specific classroom environment. Lantolf and Thorne (ibid.) suggested that teacher and the textbooks are, therefore, largely the major sources of FL learning. In addition, a learner is more intentional and goal-directed in FL learning than s/he is in one's L1 learning.One finds the similar differentiation between the instructional contexts of second language (L2) and FL as has been explained between learning an L1 and an
The case under investigation explores how a participatory action research (PAR) project between three Karen adolescent brothers and their American tutor/coresearcher can effectively promote dialogic (Wong, 2006) second language acquisition by: (1) creating dialogic teacher-student relationships; (2) building second language confidence and; (3) providing a problem posing learning atmosphere that promotes participants' academic literacies and personal transformations. The findings from this study suggest that learning within what Paulo Freire refers to as a problem-posing educational project can promote language acquisition as well as critical consciousness, each of which are key in contributing to immigrant adaptation to the host culture. Furthermore, this study demonstrates how educators can begin to involve students in ways that make education personal, relevant and meaningful to groups who are often marginalized in school and communities.
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