Hostname: page-component-cc8bf7c57-llmch Total loading time: 0 Render date: 2024-12-11T22:14:02.607Z Has data issue: false hasContentIssue false
  • English
  • Français

First language and target language in the foreign language classroom

Published online by Cambridge University Press:  08 December 2009

William Littlewood  and
Baohua Yu
William Littlewood
Affiliation:
Hong Kong Institute of Education, [email protected]
Baohua Yu
Affiliation:
University of New South Wales, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.

Type
Plenary Speeches
Information
Language Teaching , Volume 44 , Issue 1 , January 2011 , pp. 64 - 77
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allford, D. (1999). Translation in the communicative classroom. In Pachler, N. (ed.), Teaching modern foreign languages at advanced level. London: Routledge, 230–250.CrossRefGoogle Scholar
Atkinson, D. (1993). Teaching monolingual classes. London: Longman.Google Scholar
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly 27.1, 9–32.CrossRefGoogle Scholar
Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics 30.2, 216–235.CrossRefGoogle Scholar
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal 28.1, 29–39.CrossRefGoogle Scholar
Butzkamm, W. & Caldwell, J. A. W. (2009). The bilingual reform: A paradigm shift in foreign language teaching. Tübingen: Gunter Narr.Google Scholar
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal 62.4, 331–338.CrossRefGoogle Scholar
Cook, V. J. (2001). Using the first language in the classroom. Canadian Modern Language Review 57.3, 402–423.CrossRefGoogle Scholar
Crichton, H. (2009). ‘Value added’ modern languages teaching in the classroom: An investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal 37.1, 19–34.CrossRefGoogle Scholar
Curriculum Development Council (2004). Key Learning Area English Language Curriculum Guide (Primary 1–6). Hong Kong: Education and Manpower Bureau. [Available through www.edb.gov.hk]Google Scholar
Deller, S. & Rinvolucri, M. (2002). Using the mother tongue: Making the most of the learner's language. London: English Teaching Professional & Addlestone: Delta Publishing.Google Scholar
Dodson, C. J. (1972). Language teaching and the bilingual method (2nd edn.). London: Pitman.Google Scholar
Duff, A. (1989). Translation. Oxford: Oxford University Press.Google Scholar
Halliwell, S. & Jones, B. (1991). On target: Teaching in the target language. London: CILT.Google Scholar
Hawkins, E. W. (1987). Modern languages in the curriculum. Cambridge: Cambridge University Press.Google Scholar
Jeon, I.-J. (2008). Korean EFL teachers’ beliefs of English-only instruction. English Teaching 63.3, 205–229.Google Scholar
Kang, D.-M. (2008). The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System 36.2, 214–226.CrossRefGoogle Scholar
Kim, S.-H. & Elder, C. (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk. Language Teaching Research 9.4, 355–380.CrossRefGoogle Scholar
Kim, S.-Y. (2002). Teachers’ perceptions about teaching English through English. English Teaching 57.1, 131–148.Google Scholar
Kim, S.-Y. (2008). Five years of teaching English through English: Responses from teachers and prospects for learners. English Teaching 63.1, 51–70.Google Scholar
Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.Google Scholar
Lai, M. L. (1996). A reality shock – teaching English through English or Chinese? Education Journal 24.2, 173–191.Google Scholar
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd edn.). Oxford: Oxford University Press.Google Scholar
Lee, J.-H. (2007). Where to start teaching English through English: Based on perceived effectiveness of teachers’ English use. English Teaching 62.4, 335–354.Google Scholar
Littlewood, W. T. (1981). Communicative language teaching. Cambridge: Cambridge University Press.Google Scholar
Littlewood, W. T. (1999). Second language teaching methods. In Spolsky, B. (ed.), Concise encyclopedia of educational linguistics. Amsterdam: Elsevier, 658–668.Google Scholar
Liu, D., Ahn, G.-S., Baek, K.-S. & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly 38.4, 605–638.CrossRefGoogle Scholar
Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Meiring, L. & Norman, N. (2002). Back on target: Repositioning the status of target language in MFL teaching and learning. Language Learning Journal 26, 27–35.CrossRefGoogle Scholar
Ministry of Education of the PRC (2000). English Syllabus for Full-time Senior High Schools (revised and testing version). http://www.zgxl.net/teach/learn/ksdg/gzyysyxd.htm.Google Scholar
Mitchell, R. (1988). Communicative language teaching in practice. London: CILT.Google Scholar
Munro, J. (1999). Interpreting as a teaching tool. Language Learning Journal 20, 3–7.CrossRefGoogle Scholar
Pachler, N., Evans, M. & Lawes, S. (2007). Modern foreign languages. London: Routledge.CrossRefGoogle Scholar
Pennington, M. C. (1995). Eight case studies of classroom discourse in the Hong Kong secondary English class. Hong Kong: City University of Hong Kong Department of English.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Polio, C. G. & Duff, P. A. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target-language alternation. The Modern Language Journal 78.3, 313–326.CrossRefGoogle Scholar
Qian, X. F. (2009). Codeswitching in teacher talk of primary English teachers in China. In Beaven, B. (ed.), IATEFL 2008: Exeter conference selections. Canterbury: IATEFL, 101–102.Google Scholar
Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd edn.). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Seedhouse, P. (1999). Task-based interaction. ELT Journal 53.3, 149–156.CrossRefGoogle Scholar
Slattery, M. & Willis, J. (2001). English for Primary teachers: A handbook of activities and classroom language. Oxford: Oxford University Press.Google Scholar
Stables, A. & Wikely, F. (1999). From bad to worse? Pupils’ attitudes to modern foreign languages at ages 14 and 15. Language Learning Journal 20, 27–31.CrossRefGoogle Scholar
Tarone, E. & Yule, G. (1989). Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press.Google Scholar
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but . . . Canadian Modern Language Review 57.4, 531–540.Google Scholar
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.CrossRefGoogle Scholar
Wigglesworth, G. (2002). The role of the first language in the second language classroom: Friend or foe. English Teaching 57.1, 17–31.Google Scholar