Teacher Use of Learners' Native Language in the Foreign Language Classroom

By J. Rolin-Ianziti, S. Brownlie. 2002

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/aeb0c5e421fe302b87ffecd9b9ee2eaf3c1b27b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Macaro
2. Ofra Inbar-Lourie
3. G. Hall
4. Guy Cook
5. J. Campa
6. Li-feng Chu
7. Jack K. H. Pun
8. Jing-xia Liu

In Language and Linguistics

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Ofra Inbar-Lourie
5. G. Hall
6. Guy Cook
7. Jack K. H. Pun
8. Hossein Nassaji

In Literature and Literary Theory

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Jack K. H. Pun
5. Ofra Inbar-Lourie
6. G. Hall
7. Guy Cook
8. Hossein Nassaji

Citations in the corpus

• English only? The linguistic choices of teachers of young EFL learners (2010, background): “…divide these functions into three major categories: translation, metalinguistic uses, and communicative uses which include three subcategories: managing the class, teacher reaction to student’s request in L1, and expressing the teacher’s state of mind (Rolin-Ianziti & Brownlie, 2002: 409–410).”
• Own-language use in language teaching and learning (2012, background): “Meanwhile, Rolin-Ianziti & Brownlie (2002), Crawford (2004), Kim & Elder (2008) and Ellwood (2008) document own-language use in Australian and New Zealand language classrooms, whilst Mitchell (1988), Macaro (1997, 2001), Allford (1999) and Meiring & Norman (2002) detail the use of learners’ own…”
• The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, methodology): “These purposes were called ‘‘functional categories’’ and were based on a modified version of the coding scheme developed by Rolin-Ianziti and Brownlie (2002).”
• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “Rolin-Ianziti and Brownlie (2002) examined the use of L1 in 1 st year French courses in Australia and found a range from 0 to 18% L1 use, with an average of 8.”
• Teachers' Code-Switching to the L1 in EFL Classroom (2010, methodology): “Benefiting from the previous studies, Rolin-Ianziti & Brownlie [18] conducted an analysis of the 5 classes in 4 teachers’ French class quantitatively and qualitatively and concluded that code-switching mainly involved in 3 functions: translation, meta-linguistic uses and communicative uses.”
• First and second language use in English medium instruction contexts (2018, methodology): “Our findings show that this particular group of teachers used very little L1 in the lessons as compared to previous SLA research in tertiary education (e.g. Rolin-Ianziti & Brownlie, 2002).”
• First Language Use in Second and Foreign Language Learning (2009, unknown): “Observational studies (e.g. Castellotti, 1997; Duff & Polio, 1990; Macaro, 1997; Polio & Duff, 1994; Rolin-Ianziti & Brownlie, 2002; Turnbull, 1999, 2005) clearly show that teachers vary in terms of the quantity and quality of target language used, even in contexts that are based on principles of…”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, unknown): “Findings suggest a range of L1 use, within-study, from as narrow as 2%–5% (Kong & Zhang, 2005), 4%–12% (Macaro, 2001), 0%–18% (Rolin-Ianziti & Brownlie, 2002), 0%–60% (Levine, 2003), to as wide as 0%–90% (Duff & Polio, 1990).”
• Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, background): “Some studies have used quantitative approaches to measure the relative amounts of L1 and L2 use in natural classroom settings (Duff and Polio 1990; Rolin-Ianziti and Brownlie 2002; Yan et al. 2015).”