Code Choice in the Language Classroom

Levine, Glenn S.

doi:10.21832/9781847693341

Cited by 180 publications

(94 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A number of dynamics regarding teacher language use seem to be at work. Recent publications have argued strongly for the presence of the L1 in the L2 classroom (Cook, ; Dailey–O'Cain & Liebscher, ; Levine, ) although “optimal use” of the L1 has yet to be established (Macaro, , p. 38). Beyond such global issues regarding language use, Choi et al () argued that an L2‐only approach might be unworkable in Korea with certain age groups, and W. Lee () has proposed a more gradual increase in English use.…”

Section: Background Of Studymentioning

confidence: 99%

Investigating age in the use of L1 or english‐only instruction: Vocabulary acquisition by Korean EFL learners

Lee

Macaro

2013

The Modern Language Journal

View full text Add to dashboard Cite

This study examines the effects of teachers' language use—first language Korean (L1) or second language English (L2)—on the vocabulary acquisition and retention of two age groups: elementary school children after only a few years of English study (n = 443) and adults at university with demonstrably higher levels of proficiency (n = 286). Its context is the frequent recommendation by policy makers that L2 teachers should maximize the use of the target language and do so from the very beginning of instruction. We focused on the effects of language use on vocabulary learning because vocabulary teaching frequently involves L1 use even in an otherwise L2 communicative classroom. Our findings suggest that both age groups benefit from links being made with the L1, but that young learners benefit more and that differences in L2 proficiency levels, which often accompany age differences of L2 instructed learners, are a possible contributing, though not a deciding, factor in this conclusion.

show abstract

Section: Background Of Studymentioning

confidence: 99%

Investigating age in the use of L1 or english‐only instruction: Vocabulary acquisition by Korean EFL learners

Lee

Macaro

2013

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…It aims to extend findings regarding the purposes and functions of L1 use by examining contextual features present when L1 use emerges in ongoing task‐based activity, both within dyads and across partners. While it is accepted that a principled approach to L1 use (e.g., Cook, ; Levine, , ) is, to some extent, in the domain of teacher control and responsibility, it is argued here that L1 use in learner–learner dialogue is emergent and influenced by the dynamic and sometimes idiosyncratic negotiation of interdependent contextual (culturally and locally situated) individual and interpersonal features. The article represents not so much an argument for optimal L1 use, or simply an extension to studies identifying purposes for L1 use, but an exploration of the context surrounding the emergence of L1 in the L2 classroom.…”

mentioning

confidence: 92%

An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom

Moore

2013

The Modern Language Journal

View full text Add to dashboard Cite

This study investigates contextual features surrounding the use of a first language (L1) in a Japanese university English‐as‐a‐foreign‐language (EFL) course during peer interaction in the extended preparation phase leading up to two oral presentation tasks (OP1 and OP3), performed seven months apart. Interaction data were analysed in terms of the amount of L1 production, the distribution of L1 use within and across tasks and dyads, and the focus of learner talk. Contextual influences on L1 use were also investigated. The amount of L1 use increased from OP1 to OP3 and the overall proportion of L1 talk was higher than that found in previous studies. Within dyads, learners generally used less L1 over time. This was attributed to the shifting focus of talk from procedural to content‐creation activity. Some learners were consistently high or low users of L1, while others varied. Variability was attributed to differences in second language (L2) proficiency, levels of engagement with the task and/or interlocutor, and the negotiation of task control and pedagogic roles within a dyad. Finally, it was found that the language chosen for the initial utterance of an exchange may influence that of following utterances. The results support the contention that L1 use emerges naturally in classroom discourse and that attempts to influence it should involve raising awareness of contextual conditions surrounding its emergence.

show abstract

“…The alternation between languages and language varieties in the same setting has typically been referred to as code-switching (CS). First language (L1) use in second language (L2) learning contexts by learners and their instructors seems to be rather common (Levine, 2011). However, in the context of L2 learning and teaching, the utilization of the learners' L1 by learners and/or their instructors is still controversial.…”

Section: Introductionmentioning

confidence: 99%

Judicious Use of L1 in L2 Arabic Speaking Practice Sessions

Masaeed

2016

Foreign Language Annals

View full text Add to dashboard Cite

This study investigated the contexts for “optimal” use of first language (L1) in second language (L2) one‐on‐one speaking practice sessions in a study abroad program where English was the L1 and Arabic was the L2 of students, and the opposite applied to their speaking partners. Drawing on insights from sociocultural theory to investigate data from 17 audiorecorded speaking sessions, the study shows that judicious use of students’ L1 for certain purposes does indeed work as one of several interactional resources that contribute to enhancing the development of the L2 by operating as a mediating tool to cultivate communication and L2 learning. The argument for L1 optimal use is demonstrated in two particular contexts: (1) during speaking sessions to ask for or provide linguistic assistance, and (2) at the periphery of these speaking sessions for various goals, such as showing solidarity, warming up, and agreeing on what to discuss and how to proceed during interaction. Pedagogical implications are discussed.

show abstract

Code Choice in the Language Classroom

Cited by 180 publications

References 0 publications

Investigating age in the use of L1 or english‐only instruction: Vocabulary acquisition by Korean EFL learners

Investigating age in the use of L1 or english‐only instruction: Vocabulary acquisition by Korean EFL learners

An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom

Judicious Use of L1 in L2 Arabic Speaking Practice Sessions

Contact Info

Product

Resources

About