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The engagement of BAAL - and applied linguistics - with policy and practice
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Exploring English Language Teaching: Language in Action. 2nd Edition
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The English language needs and priorities of young adults in the European Union: student and teacher perceptions
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"Words of mass destruction": British newspaper coverage of the genetically modified food debate, expert and non-expert reactions
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In: Public Understanding of Science ; 15 ; 1 ; 5-29 (2012)
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Own-language use in language teaching and learning: state of the art
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Abstract:
Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.
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Keyword:
Classics and related subjects; Q900 Others in Linguistics; X900 Others in Education
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URL: http://nrl.northumbria.ac.uk/id/eprint/9473/1/published_LTA_LTA45_03_S0261444812000067a%5B1%5D.pdf
https://doi.org/10.1017/S0261444812000067
http://nrl.northumbria.ac.uk/id/eprint/9473/
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Translation in Language Teaching: An Argument for Reassessment
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The (re-)framing process as a collaborative locus for change
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The (re-) framing process as a collaborative locus for change
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