We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma

Butzkamm, Wolfgang

doi:10.1080/09571730385200181

Cited by 229 publications

(197 citation statements)

References 14 publications

Supporting

Mentioning

153

Contrasting

Unclassified

Order By: Relevance

“…They do this often with feelings of guilt, unprofessionalism and subterfuge (Butzkamm 2003;Canagarajah 2011;Copland and Neokleous 2011). Cook (2001: 410) argues that it is important to give teachers 'absolution for using the L1', encouraging methods which make positive use of the L1 in the language classroom, rather than seeing it as a regrettable fact of life which must be endured.…”

Section: Re-thinking the Monolingual Principlementioning

confidence: 99%

“…García (2009: 298) advocates an approach in bilingual settings which involves 'flexible multiplicity' practices which include: responsible codeswitching both ways; preview/view/review; translanguaging; co-languaging; and crosslinguistic contrastive analysis. Others have also identified ways in which this shifting between languages, so typical of the discourses of bilinguals, can be done in both the language and the language immersion classroom (Butzkamm 2003;Cook 2001;Cummins 2007;Lucas & Katz 1994).…”

Section: Translanguagingmentioning

confidence: 99%

“…The predominant and extensive use of the L2 in class to maximise meaningful input and communicative interaction and practice in the target language remains a central tenet of effective modern language teaching (Crichton 2009;Cummins 2007;Ellis 2005;Turnbull 2001). However, many language educationalists have begun to see the absolute ban on any use of the L1 in the language class as a squandering of resources and a missed opportunity to use all the intellectual, cognitive and linguistic resources available to the teacher and student (Butzkamm 2003;Canagarajah 2011;Hornberger and Link 2012). New approaches to the use of the L1 in the language classroom involve using the L1, not in a random way, but in a targeted, focused and systematic way for teaching and learning purposes (Butzkamm 2003;Coyle, Hood and Marsh 2010;Cummins 2007;García 2009).…”

Section: The L1 In the Language Classroom?mentioning

confidence: 99%

“…Secondly, the question has been posed as to whether the focus in relation to L2 acquisition should be on how monolinguals acquire their L1 or on how bilinguals acquire their language(s) (Butzkamm 2003;Cook 2001). Separate languages are not compartmentalised in the minds of bilingual speakers, but can interact in highly complex ways (Conboy 2010 ;Creese and Blackledge 2010;Grosjean 2010;Hornberger and Link 2012).…”

Section: Re-thinking the Monolingual Principlementioning

confidence: 99%

See 3 more Smart Citations

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

Gallagher

Colohan

2014

The Language Learning Journal

View full text Add to dashboard Cite

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.

show abstract

Section: Re-thinking the Monolingual Principlementioning

confidence: 99%

Section: Translanguagingmentioning

confidence: 99%

Section: The L1 In the Language Classroom?mentioning

confidence: 99%

Section: Re-thinking the Monolingual Principlementioning

confidence: 99%

See 2 more Smart Citations

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

Gallagher

Colohan

2014

The Language Learning Journal

View full text Add to dashboard Cite

show abstract

“…Presently most educational systems are using mother tongue as the medium of language teaching especially in lower primary schools in the rural areas. There is an argument that pupils learn English more quickly and effectively by maintaining their proficiency in the mother tongue, (Butzkamm, 2003).…”

Section: The Effects Of a First Language In Learning The Second Languagementioning

confidence: 99%

Dialect and the Learning of English as a Second Language in Kenya

Njeru¹

2013

ELR

View full text Add to dashboard Cite

The paper is not based on any empirical study that the researcher has carried out but on theoretical work. Kenya is a country composed of 42 different tribes, speaking different languages and each tribe has challenges in as far as acquiring/ learning English as a second language is concerned. The paper is meant to arouse interest in those who wish to do an empirical study as it gives an insight into the situation of English as a second language in Kenya.

show abstract

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Neokleous

2016

TESOL Journal

View full text Add to dashboard Cite

This article challenges the widely held assumption in monolingual English as a foreign language (EFL) settings that students prefer their teachers to rarely use their mother tongue (MT)the language children initially learn in order to communicate. Through an examination of data derived from eight classrooms in four private language schools in Cyprus, the author identifies 16 speech acts performed by the students' exploitation of the first language (L1)-MT and L1 are used interchangeably-and unveils the students' overall stance toward MT classroom integration. The findings reveal that the participants did not perceive L1 usage in the EFL classroom as imposing a learning constraint, with the majority of them accentuating its benefits and admitting the impossibility of alienating it from the classroom. Although they opposed an L1 usage prohibition, the participants also stressed the necessity to improve the oral input of their second language-the language students learn in addition to their MT. Studies that explore the student voice, the article concludes, should form a productive starting point for important EFL research areas because they can foster awareness on issues that are considered important by learners but are undervalued by teachers (and vice versa).

show abstract

We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma

Cited by 229 publications

References 14 publications

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

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

Dialect and the Learning of English as a Second Language in Kenya

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Contact Info

Product

Resources

About