Singh, Shambhavi
(2013)
Role of L1 in Foreign Language Learning Classrooms: A Case Study of Learners of French.
Language and Language Teaching, 2 (1).
pp. 12-15.
ISSN 2277-307X
Abstract
Research into the role of using learners’ first
language (L1) in a foreign language (FL)
classroom has been a subject of much debate.
On the one hand, there are researchers such as
Prodromou (2000), who claim that a learner’s
mother tongue is a ‘skeleton in the closet’; on
the other hand, there are others such as
Gabrielatos (2001), who find L1 to be a ‘bone
of contention’ in the second language (L2) or
FL learning. But in a country such as India,
which has an unavoidably multilingual and
multicultural societal set-up, use of the learners’
L1 in an FL classroom can help the teacher
preserve learner identity, and simultaneously
promote language learning. This is especially
relevant given the strong support in favour of
multilingualism by several researchers (Jessner,
2008; Agnihotri, 2009) in the last decade, and
the emphasis on using learners’ L1 in L2 and
FL classrooms in the national educational
documents such as the National Curriculum
Framework 2005 and its Position Papers on
language (NCERT). Hence, although
multilingualism has been accepted as an
advantage, it is not yet a part of common FL
teaching practice in India.
| Item Type: |
Articles in APF Magazines
|
| Authors: |
Singh, Shambhavi |
| Document Language: |
|
| Uncontrolled Keywords: |
Language, Multilinguality, Multilingual Education, Learning Classrooms |
| Subjects: |
Language |
| Divisions: |
Azim Premji University - Bengaluru > University Publications > Language and Language Teaching |
| Full Text Status: |
Public |
| Related URLs: |
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| Note: |
Published twice a year in January and July, Language and Language Teaching (LLT) reaches out to language teachers, researchers and teacher educators on issues and practices relevant to language teaching. The primary focus of the publication is language pedagogy in elementary schools. LLT proposes to establish a dialogue between theory and practice so that practice contributes to theory as much as theory informs practice. The purpose is to make new ideas and insights from research on language and its pedagogy accessible to practitioners while at the same time inform theorists about the constraints of implementation of new ideas. |
| URI: |
http://publications.azimpremjiuniversity.edu.in/id/eprint/1206 |
| Publisher URL: |
http://apfstatic.s3.ap-south-1.amazonaws.com/s3fs-... |
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