Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool

Colina, Ana Alegría de la; Mayo, Marı́a del Pilar Garcı́a

doi:10.1515/iral.2009.014

Cited by 137 publications

(108 citation statements)

References 16 publications

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“…This is a feature noted in many foreign language settings, where learners are able to use a shared L1 (e.g. Alegría de la Colina & García Mayo, 2009;Brooks, Donato, & McGlone, 1997;Hancock, 1997;Tognini, 2008) as a common linguistic resource to resolve linguistic difficulties and minimally interrupt communicative flow. Although not addressed in this study, some research suggests the L1 can be a positive resource for learners, both for metacognition and, particularly for lower-proficiency learners, as a means of sustaining task engagement Downloaded by [York University Libraries] at 09:13 20 November 2014 (Tognini, Philp, & Oliver, 2010).…”

Section: Discussionmentioning

confidence: 99%

Peer interaction in the foreign language classroom: what factors foster a focus on form?

2010

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Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners' awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings of pair and group work interaction in class and subsequent primed interviews with seven students. The study investigated the incidence, focus, and source of language-related episodes arising during the tasks and explored environmental and social considerations impacting on the students' participation in the episodes. The results suggest that the students' willingness to attend to difficulties with language form during peer task-based interaction is affected both by the task and by social considerations.

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Section: Discussionmentioning

confidence: 99%

Peer interaction in the foreign language classroom: what factors foster a focus on form?

2010

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“…This gave students the chance to exchange ideas, negotiate meaning, and engage in collaborative scaffolding within a small group of peers before venturing their answers in English to the class in general. Similarly, Alegría de la Colina and Del Pilar García Mayo (2009) argue that the first language can provide cognitive support for focusing attention and understanding meaning, thus enabling fruitful interaction and collaboration between participants and facilitating the pursuit of a common goal. Students in this study were not discouraged from using Spanish while discussing the novel within literature circles, and participants pointed out that Spanish served as a bridge that helped them communicate their thoughts and clarify any doubts they might have had in a way that the target language alone would not have.…”

Section: Discussionmentioning

confidence: 99%

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Sambolin

Carroll

2015

Colomb. Appl. Linguist. J

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AbstractThis paper will use data collected from a case study of a basic English course at the University of Puerto Rico where literature circles were used to promote understanding of a novel dealing with issues of race, class and privilege. The article will trace both the implementation of the literature circles and the use of students’ first language to facilitate the reading of The Boy Without a Flag by Abraham Rodríguez Jr. Special attention will be paid to the use of literature circles to promote student participation, both orally and in written form, as well as in discussion of topics relevant to students. Furthermore, such implementation of literature circles in the classroom provided students with diversity, self-choice and student initiative, as they worked together to mediate meaning and discuss what they felt was important. Findings suggest that students benefited from the use of their first language, since it served as a cognitive tool that allowed them to collaboratively scaffold while also enabling the instructor to gauge reading comprehension. Moreover, selecting a text whose content tapped into students’ funds of knowledge promoted classroom participation about topics and issues students deemed relevant both inside and outside the English classroom.Key words: literature circles, ESL, adult learners, mother tongue, relevancyResumenEl artículo utilizará datos recopilados a través de una monografía llevada a cabo en un curso de Inglés básico en la Universidad de Puerto Rico, donde se incorporaron círculos literarios para promover la comprensión de una novela que trata sobre los conceptos de raza, clase y privilegio. El artículo trazará la implementación de círculos literarios y el uso del primer idioma de los estudiantes para facilitar la lectura del libro The Boy Without a Flag por Abraham Rodríguez Jr. Se prestará atención especial al uso de círculos literarios para promover participación por parte de los estudiantes, tanto escrita como oral, así como en la discusión de temas relevantes para los estudiantes. Además, dicha implementación de círculos literarios en el salón proveyó oportunidades de diversidad, libre elección e iniciativa para los estudiantes mientras estos trabajaban juntos para mediar significado y discutir lo que a estos le parecía más importante. Los resultados sugieren que los estudiantes fueron beneficiados al utilizar su primer idioma, ya que este sirvió como una herramienta cognoscitiva que les permitió practicar andamiaje colectivo mientras permitió al instructor medir comprensión de lectura. Por último, seleccionar un texto que conecta con los fondos de conocimiento de los estudiantes promovió participación y discusión grupal de temas y asuntos que los estudiantes consideraron relevantes tanto dentro como fuera del salón.Palabras claves: círculos literarios, ESL, estudiantes adultos, primer idioma, relevancia

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“…For reasons such as the above, many researchers have begun to question the notion of the monolingual principle and have begun to investigate ways in which the L1 could be used as a teaching and learning tool in the language classroom (Cook 2001;de la Colina and del Pilar García Mayo 2009;Lewis, Jones and Baker 2012). Baker (2011: 291) contends that the strict application of the monolingual principle in language learning contexts belongs to the 20 th century, 'while the 21 st century will see the deliberate and systematic use of both languages in the classroom'.…”

Section: The L1 In the Language Classroom?mentioning

confidence: 99%

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

Gallagher

Colohan

2014

The Language Learning Journal

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This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the 'twisted dictation' used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts.

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Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool

Cited by 137 publications

References 16 publications

Peer interaction in the foreign language classroom: what factors foster a focus on form?

Peer interaction in the foreign language classroom: what factors foster a focus on form?

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

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