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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 2 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 3 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 4 |
Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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| 5 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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| 6 |
Diagnostic Second Language Assessment in the Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
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| 7 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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| 8 |
The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015)
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| 9 |
Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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| 10 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 11 |
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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| 12 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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| 13 |
The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015) (2015)
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| 14 |
The Use of Technology In-and-Outside of Second Language Classrooms: The Need for Teacher Training in Technology
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 31-32 (2015) (2015)
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| 15 |
Impact of Dictionary Use Skills Instruction on Second Language Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 104-132 (2015) (2015)
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| 16 |
Exploring Language Assessment and Testing: Language in Action
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 59-62 (2015) (2015)
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| 17 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 1-20 (2015) (2015)
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| 18 |
Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 1-20 (2015) (2015)
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| 19 |
Does the L1 have a role in the foreign language classroom? A review of the literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 55-80 (2015) (2015)
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Abstract:
Recently, the powers that be at the English language school where I work posted signs in every classroom, advising that only English is to be spoken there. The signs feature a menacing-looking Uncle Sam, wearing a patriotic top hat and a scowl. His outstretched index finger points accusingly at the viewer and his catch phrase is altered to read, “I want YOU to speak English at (name of school)” The background of these signs is an ominous black, and above the image of Uncle Sam is a warning: “Caution: English Only Zone.” Is imposing an institutional ban on the native language in the classroom the best way to foster L2 acquisition? This question is one that has been debated in the ESL/EFL world for some time, and there is a wealth of literature on the subject. Much of the research on this topic suggests that using the native language as a tool to foster target language acquisition is beneficial, rather than detrimental, for the students. These signs, therefore, seem misguided. Missing from the debate in the literature, however, is a clarification of exactly what it means to use the native language in the classroom. Do these signs try to prohibit students from chatting in their L1 in between tasks, forbid students from using the L1 as an L2 acquisition tool, or warn the teachers not to use the students’ L1(s) as a teaching aid?
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; Language acquisition; Language learning; Language transfer; Methodology; P118-118.7; PE1-3729; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doaj.org/article/3de098391fbe4b5f9fc4d6d09c9658d1
https://doi.org/10.7916/D89C791F
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| 20 |
Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 36-38 (2015) (2015)
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