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Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky AbstractThis theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

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Publisher
de Gruyter
Copyright
© 2017
eISSN
1339-4584
DOI
10.1515/jolace-2017-0016
Publisher site
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Abstract

AbstractThis theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: May 24, 2017

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