L1 to teach L2: complexities and contradictions

By F. Copland, Georgios Neokleous. 2011

143 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c1687edb3178832cffb8cd8ce2614a5d1fc7d352

How researchers see this paper

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

In Language and Linguistics

1. G. Hall
2. Barley S. Y. Mak
3. Guy Cook
4. Nancy Bell
5. Chengchen Li

In Literature and Literary Theory

1. G. Hall
2. Barley S. Y. Mak
3. Guy Cook

Citations in the corpus

• Own-language use in language teaching and learning (2012, background): “Although, as noted (section 1), ‘mainstream’ SLA has shown remarkably little interest in the ways learners’ own languages might positively influence new language learning, there are clear links between Cummins’ discussion (2007) of the way teachers might draw learners’ attention to the similarities ”
• An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “In this context, Copland and Neokleous (2010) draw attention to the use of the L1 in Cyprus by noting that teachers feel guilt abut the use of L1 in the L2 classroom.”