A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate

By M. Swain, Sharon Lapkin. 2013

233 citations recorded by the source corpus.

Subfields: Communication, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f68adcd2b29a5626c0e250dc47d3c544b5b7faa1

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Citations in the corpus

Content-based instruction and content and language integrated learning: the same or different? (2015, unknown): “…research has been influenced by Sociocultural Theory, Cognitive Psychology, Discourse Analysis and Systemic Functional Linguistics, among others (see, e.g. Llinares, Morton, & Whittaker, 2012; Mohan & Slater, 2005; Nikula, Dalton-Puffer, & Llinares, 2013; Stoller, 2008; Swain & Lapkin, 2013).”
Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “3.2.1 The role of the L1 as a mediating tool Swain and Lapkin (2000; 2013) have suggested that the L1 is necessary for task mediation, arguing that “students should be permitted to use their L1 for the purpose of working through complex ideas as occurred in the Behan et al. study” (Swain & Lapkin,…”
Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “Although previous studies have investigated the use of two languages in classroom settings, their focus has tended to be on the students, not on teachers (see, for example, Fitts, 2006; Martin-Beltrán, 2009, 2010; Swain & Lapkin, 2013).”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “Although studies of languaging have recognized the importance of students’ other languages, many studies have analyzed the language separately, focusing on the functions of the L1 in service of learning the L2 (e.g., Martin-Beltrán, 2010b; Swain & Lapkin, 2013).”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “We drew on the work of Vander (1932) as well as Gougenheim’s (1958) list of the 3000 most commonly used words in French.”
The use of the L1 in CLIL classes: The teachers’ perspective (2013, unknown): “I am here advocating for a principled use of the L1 (on principled uses of the L1 and target language in immersion programs, see Swain & Lapkin, 2013), rather than a randomized practice based on experience and beliefs, as currently seems to be the case.”
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, unknown): “According to Swain & Lapkin (2013), the literature indicates that the L1 is used for languaging both cognition and affect, but researchers need to look into the influence of this L1 languaging on L2 development: ‘We need both qualitative and quantitative studies, descriptive and experimental…”
‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom (2015, methodology): “(Swain and Lapkin 2013, 105; italics added) Languaging, in the form of collaborative dialogue or private speech, constitutes part of the process of formulating the idea; it mediates the formulation of the idea.”