L1 use in the L2 classroom: One teacher's self-evaluation

Canadian Modern Language Review

Volumn 63, Issue 2, 2006, Pages 275-292

  Edstrom, Anne ^a  

^a MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846330954     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.63.2.275     Document Type: Review

References (30)

1. Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113-141.
2. Allwright, D., & Lenzuen, R. (1997). Exploratory practice: Work at the Cultura Inglesa, Rio de Janeiro, Brazil. Language Teaching Research, 1, 73-79.
3. Antón, M., & DiCamilla, F. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Modern Language Journal, 83, 233-247.
4. Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8, 2-5.
5. Belz, J.A. (2003). Identity, deficiency, and first language use in foreign language education. In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: Contributions of the native, the near-native, and the non-native speaker (pp. 209-248). Boston: Thomson Heinle.
6. Blyth, C. (1995). Redefining the boundaries of language use: The foreign language classroom as a multilingual speech community. In C. Kramsch (Ed.), Redefining the boundaries of language study (pp. 145-183). Boston: Heinle & Heinle.
7. Borg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research, 5, 156-177.
8. Brooks, F.B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 262-274.
9. Buzzelli, C.A., & Johnston, B. (2002). The moral dimensions of teaching: Language, power, and culture in classroom interaction. New York: Routledge Falmer.
10. Calman, R., & Daniel, I. (1998). A board's eye view of core French: The North York Board of Education. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies (pp. 281-323). Toronto: University of Toronto Press.
11. Chambers, F. (1991). Promoting use of the target language in the classroom. Language Learning Journal, 4, 27-31.
12. Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57, 402-423.
13. Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 47-62). New York: Springer.
14. Duff, P., & Polio, C. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74, 154-166.
15. Dutertre, A. (2000). A teacher's investigation of her own teaching. Applied Language Learning, 11, 99-122.
16. Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
17. Kharma, N., & Hajjaj, A. (1989). Use of the mother tongue in the ESL classroom. IRAL, 27, 223-235.
18. Lacorte, M., & Cabal Krastel, T. (2002). '¿Zapatero a tus zapatos?': Action research in the Spanish language classroom. Hispania, 85, 907-917.
19. Levine, G. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364.
20. Macaro, E. (2001). Analyzing student teachers' codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
21. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 63-84). Boston: Springer.
22. Polio, C., & Duff, P. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.
23. Richards, J.C., & Lockhart, C. (1994) Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
24. Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58, 402-426.
25. Shapson, S., Kaufman, D., & Durward, L. (1978). B.C. French study: An evaluation of elementary French programs in British Columbia. Burnaby, BC: Faculty of Education, Simon Fraser University.
26. Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37, 760-770.
27. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4, 251-274.
28. Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but⋯ The Canadian Modern Language Review, 57, 531-540.
29. Turnbull, M., & Arnett, K. (2002). Teachers' uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.
30. Yahya, N. (2000). Keeping a critical eye on one's own teaching practice: EFL teachers' use of reflective teaching journals. Asian Journal of English Language Teaching, 10, 1-18.