There is a Role for the L1 in Second and Foreign Language Teaching, But…

By M. Turnbull. 2001

414 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3f48cf76f3c4ce345c8dc0626c25f0ebe1ce4911

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Citations in the corpus

Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, background): “Meanwhile, these studies have advanced theoretical evidence that students’ linguistic resources have tremendous pedagogical, psychological and cognitive functions in foreign language classrooms, if used in a judicious manner (Turnbull 2001; Turnbull and Arnett 2002; Carless 2008; Turnbull and Dailey”
First Language Use in Second and Foreign Language Learning (2009, positive): “These research results have prompted some scholars to soften the virtual position, arguing instead for maximized target language use (Swain & Lapkin, 2000; Turnbull, 2001; Turnbull & Arnett, 2002).”
Own-language use in language teaching and learning (2012, background): “…for example, cite Ellis’ (1984) argument that own-language use deprives learners of target language use; citing MacDonald (1993), Macaro (1997) and Turnbull (2001) also argue that using the new language in the classroom is particularly motivating, as it enables learners to see its immediate…”
Why that, in that language, right now? Code-switching and pedagogical focus (2005, methodology): “…eliciting language (getting language from the students), giving instructions (especially useful to clarify the written instructions on a worksheet or in a textbook), checking comprehension (whether or not students understand a word or phrase)”; see also Turnbull (2001) and Widdowson (2003).”
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “be mainly through the L2 and that if there is recourse to the L1, it should be minimized as much as possible (Turnbull, 2001).”
How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning (2015, background): “As the debate over ‘judicious’ use of L1 goes on, there are still concerns that once teachers open the ‘floodgate’ of uncontrolled and excessive use of L1, it would be difficult for them to keep the gate (Turnbull 2001).”
An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “This perspective, however, has altered somewhat in recent years (Cook, 2001; Turnbull, 2001) with researchers such as Butzkamm (2003), Brooks-Lewis (2009), and Macaro (2005), promoting the advantages of using L1.”
Rethinking monolingual instructional strategies in multilingual classrooms (2007, methodology): “Research in both foreign and second language contexts highlights the fact that instructional practice frequently involves both the TL and students’ L1. Duff and Polio (1990), for example, found high variability in the extent of L1 use in the foreign-language classroom, ranging from 10% to 100%, whil”
South Korean High School English Teachers' Code Switching: Questions and Challenges in the Drive for Maximal Use of English in Teaching (2004, background): “Results are intended to address issues that Turnbull and Arnett (2002) identify as important for future research concerning English language teachers' L1 and L2 use: "More research is also needed to understand what factors.”
First language and target language in the foreign language classroom (2009, methodology): “For example, Turnbull (reported in Turnbull 2001; Turnbull & Arnett 2002) analyzed the L1 and TL ‘functional units’ in the discourse of four teachers of French in Canadian secondary schools.”
First and second language knowledge in the language classroom (2010, background): “But recently, Cook (2001), Macaro (2001, 2005), Nation (2001), Turnbull (2001) and others have questioned this position, arguing that teachers can refer to the learners’ first language (L1) in ways that have distinct benefits in the process of learning a second (L2).”
English only? The linguistic choices of teachers of young EFL learners (2010, background): “Proponents for maximizing TL use emphasize the benefits of language exposure, which, it is maintained, can bring about language learning gains in the form of effective and confident language use, as well as intercultural competence (Duff & Polio, 1990; Turnbull, 2001; Turnbull & Arnett, 2002).”