Using the First Language in the Classroom

By V. Cook. 2001

1,499 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/fbd95c03e04e5a570bf2da53114e787e2c4bc548

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Citations in the corpus

Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, methodology): “Other studies also suggest that a shared L1 can function as a ‘psychological tool’ (Cook 2001; Storch and Wigglesworth 2003: 760), emphasising that it can provide language learners with additional cognitive support, in line with Macaro’s (2005) perspective discussed previously with regard to the…”
Rethinking monolingual instructional strategies in multilingual classrooms (2007, background): “As acknowledged by both Cook (2001) and Turnbull (2001), albeit with different emphases, there is no inherent contradiction between these positions and no empirical justification for any absolute exclusion of students’ L1 from TL instruction.”
Own-language use in language teaching and learning (2012, background): “…(Butzkamm 1989) for learners, which they inevitably draw upon as the new language is learned, and also the case for compound bilingualism, in which psychological connections are maintained between languages in the learners’ minds (see V. Cook 2001; Widdowson 2003; Butzkamm & Caldwell 2009).”
Learner Code-Switching in the Content-Based Foreign Language Classroom (2004, background): “In recent years, however, many scholars have questioned the monolingual norm in FL classrooms and have suggested that teachers should instead aim to “create bilinguals” (Blyth, 1995; Cook, 2001; Kramsch, 1995).”
The practice of policy: Teacher attitudes toward “English only” (2011, background): “However, it was also hypothesized that teachers with limited proficiency in the students’ L1 would be more likely to downplay its usefulness in the classroom (Barker, 2003; Cook, 2001; Macaro, 2005).”
Linking languages through a bilingual read-aloud project (2009, background): “There is a move towards dropping the prohibition against using students’ L1 in the immersion classroom and instead developing practices more in line with findings related to language learners’ cognitive use of their L1 in acquiring an L2 (Castellotti & Moore, 1997; Cook, 2001; Cummins, 1995, 2007; H”
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.”
The effects of biliteracy instruction on morphological awareness (2013, background): “Others too have stressed the importance of cross-lingual connections, not only for vocabulary development but also for facilitating the role of the first language (L1) as a cognitive resource in L2 learning (e.g., Cook, 2001; Swain & Lapkin, 2013).”
First and second language knowledge in the language classroom (2010, background): “Put simply: regardless of the extent to which the language teacher avoids using the L1 in class, it is still always there in the minds of the learners (see also Cohen, 1998; Cook, 2001; Kern, 1994).”
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “From a cognitive perspective, they contend that learners who have mastered their L1 are sophisticated cognitive individuals, who invariably draw upon their L1 to make sense of the world, new concepts, and a new language (Butzkamm, 1998; Cook, 2001; van Lier, 1995).”