Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-25T21:02:08.927Z Has data issue: false hasContentIssue false
  • English
  • Français

Own-language use in language teaching and learning

Published online by Cambridge University Press:  15 June 2012

Graham Hall  and
Guy Cook
Graham Hall
Affiliation:
Northumbria University, Newcastle upon Tyne, [email protected]
Guy Cook
Affiliation:
King's College London, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 45 , Issue 3 , July 2012 , pp. 271 - 308
Copyright
Copyright © Cambridge University Press 2012

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

Adamson, B. (2004). Fashions in language teaching methodology. In Davies, A. & Elder, C. (eds.), The handbook of applied linguistics. London: Blackwell, 604–622.CrossRefGoogle Scholar
Adendorff, R. (1996). The functions of codeswitching among high school teachers and students in KwaZulu and implications for teacher education. In Bailey, K. & Nunan, D. (eds.), Voices from the classroom: Qualitative research in second language learning. Cambridge: Cambridge University Press, 388–406.Google Scholar
Alegría de la Colina, A. & García Mayo, M. de P. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching (IRAL) 47.3, 325–345.Google Scholar
Alley, D. C. (2005). A study of Spanish II high school students’ discourse during group work. Foreign Language Annals 38.2, 250–258.CrossRefGoogle Scholar
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
Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge: Cambridge University Press.Google Scholar
Antón, M. & DiCamilla, F. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal 83.2, 233–247.CrossRefGoogle Scholar
Arthur, J. (1996). Code switching and collusion: Classroom interaction in Botswana primary schools. Linguistics and Education 8, 17–33.CrossRefGoogle Scholar
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal 41.4, 241–247.CrossRefGoogle Scholar
Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal 8, 2–5.CrossRefGoogle Scholar
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly 27.1, 9–32.CrossRefGoogle Scholar
Auerbach, E. R. (1994). The author responds. TESOL Quarterly 28.1, 157–161.CrossRefGoogle Scholar
Bateman, B. (2008). Student teachers’ attitudes and beliefs about using the target language in the classroom. Foreign Language Annals 41.1, 11–28.CrossRefGoogle Scholar
Behan, L. & Turnbull, M. with Spek, W. (1997). The proficiency gap in late immersion (extended French): Language use in collaborative tasks. Le journal de l'immersion 20, 41–42.Google Scholar
Belz, J. (2002). The myth of the deficient communicator. Language Teaching Research 6.1, 59–82.CrossRefGoogle Scholar
Benson, M. (2000). The secret life of grammar translation – Part 2. Studies in Humanities and Sciences XXXX.1, 97–128.Google Scholar
Berlitz International Inc. (2008). Berlitz: 130 years of innovation. http://marketing.berlitz.us/magazine/index.htm.Google Scholar
Berlitz London (2011). Berlitz training and methodology. www.berlitz.co.uk/upload/pdfs/Berlitz_Instruction_methodology_PDF.pdfGoogle Scholar
Bialystok, E., Craik, F., Grady, C., Chau, W., Ishii, R. & Gunji, A. (2005). Effects of bilingualism on cognitive control in the Simon task: Evidence from MEG. NeuroImage 24, 40–49.CrossRefGoogle ScholarPubMed
Bialystok, E. & Feng, X. (2009). Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and Language 109. 2–3, 93–100.Google ScholarPubMed
Bloch, C. (2009). Enabling biliteracy among young children in Southern Africa: Realities, visions and strategies. In Torres-Guzmán, M. & Gómez, J. (eds.), Global perspectives on multilingualism: Unity in diversity. New York: Teachers College Press, 19–35.Google Scholar
Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.Google Scholar
Block, D. (2007). Second language identities. London: Continuum.Google Scholar
Blyth, C. (1995). Redefining the boundaries of language use: The foreign language classroom as a multilingual speech community. In Kramsch, C. (ed.), Redefining the boundaries of language study. Boston, MA: Heinle, 145–183.Google Scholar
Bolitho, R. (2003). Designing textbooks for modern languages: The ELT experience. Centre for languages, linguistics and area studies guide to good practice. www.llas.ac.uk/resources/gpg/1470.Google Scholar
Bransford, J., Brown, A. & Cocking, R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.Google Scholar
Brooks, F. B. & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania 77.2, 262–274.CrossRefGoogle Scholar
Brooks, F. B., Donato, R. & McGlone, J. (1997). When are they going to say ‘it’ right? Understanding learner talk during pair-work activity. Foreign Language Annals 30.4, 524–541.CrossRefGoogle Scholar
Brooks-Lewis, K. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics 30.2, 216–235.CrossRefGoogle Scholar
Bruton, A. (2007). Vocabulary learning from dictionary reference in collaborative EFL translational writing. System 35.3, 353–367.CrossRefGoogle Scholar
Burden, P. (2000). The use of the students’ mother tongue in monolingual English ‘conversation’ classes at Japanese universities. The Language Teacher 24.6, 1–5.Google Scholar
Butzkamm, W. (1989/2002). Psycholinguistik des Fremdsprachenunterrichts. Natürliche Künstlichkeit: Von der Muttersprache zur Fremdsprache. Tübingen: Francke. (Nature and artifice. From mother tongue to foreign language: a psycholinguistic approach.) English summary in Weinstock, H. (ed.), (1991) English and American studies in German. A supplement to Anglia. Tübingen: Niemeyer, 171–175.Google Scholar
Butzkamm, W. (1998). Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. Journal of Bilingual Education and Bilingualism 1.2, 81–99.CrossRefGoogle Scholar
Butzkamm, W. (2001). Learning the language of loved ones: On the generative principle and the technique of mirroring. ELT Journal 55.2, 149–154.CrossRefGoogle Scholar
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of dogma. Language Learning Journal 28, 29–39.CrossRefGoogle Scholar
Butzkamm, W. no date. How I changed my mind and started using the mother tongue in the foreign language classroom. www.fremdsprachendidaktik.rwth-aachen.de/Ww/changed.htmlGoogle Scholar
Butzkamm, W. & Caldwell, J. (2009). The bilingual reform: A paradigm shift in foreign language teaching. Tubingen: Narr Studienbücher.Google Scholar
Cai, G. (2011). The tertiary English language curriculum in China and its delivery: A critical study. Unpublished Ph.D. thesis, Open University, UK.Google Scholar
Caldwell, J. (1990). Analysis of the theoretical and experimental support for Carl Dodson's bilingual method. Journal of Multilingual and Multicultural Development 11.6, 459–479.CrossRefGoogle Scholar
Camilleri, A. (1996). Language values and identities: Code-switching in secondary classrooms in Malta. Linguistics and Education 8.1, 85–103.CrossRefGoogle Scholar
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.Google Scholar
Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal 56.4, 389–396.CrossRefGoogle Scholar
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly 38.4, 639–662.CrossRefGoogle Scholar
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal 62.44, 331–338.CrossRefGoogle Scholar
Castellotti, V. (1997). Langue étrangère et français en milieu scolaire: Didactiser l'alternance? In Castellotti, V. & Moore, D. (eds.), Etudes de linguistique appliquée 108, 401–410.Google Scholar
Celik, M. (2003). Teaching vocabulary through code-mixing. ELT Journal 57.4, 361–369.CrossRefGoogle Scholar
Centeno-Cortés, B. & Jiménez Jiménez, A. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics 14.1, 7–35.CrossRefGoogle Scholar
Chavez, M. (2003). The diglossic foreign language classroom. In Blyth, C. (ed.), The sociolinguistics of foreign-language classrooms: Contributions of the native, the near-native, and the non-native speaker. Boston: Heinle, 163–208.Google Scholar
Chen, T. (2003). Reticence in class and on-line: Two ESL students’ experiences with communicative language teaching. System 31.2, 259–281.CrossRefGoogle Scholar
Chick, K. & McKay, S. (2001). Teaching English in multi-ethnic schools in the Durban area: The promotion of multilingualism or monolingualism? Southern African Linguistics and Applied Language Studies 19.3–4, 163–178.CrossRefGoogle Scholar
Cohen, A. (forthcoming). Strategies: The interface of styles, strategies, and motivation on tasks. In Mercer, S., Ryan, S. & Williams, M. (eds.), Language learning psychology: Research, theory, and pedagogy. Basingstoke: Palgrave Macmillan.Google Scholar
Cook, G. (1998/2009). Use of translation in language teaching. In Baker, M. (ed.), Routledge encyclopedia of translation studies. London: Routledge, 117–120.Google Scholar
Cook, G. (2007). A thing of the future: Translation in language learning. International Journal of Applied Linguistics 17.3, 396–401.CrossRefGoogle Scholar
Cook, G. (2008). Plenary: An unmarked improvement: Using translation in Beaven, ELT. In B. (ed.), IATEFL 2007 Aberdeen Conference Selections. University of Kent: IATEFL, 76–86.Google Scholar
Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press.Google Scholar
Cook, V. (1995). Multi-competence and learning of many languages. Language, Culture and Curriculum 8.2, 93–98.CrossRefGoogle Scholar
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review 57.3, 402–423.CrossRefGoogle Scholar
Cook, V. (2002). Language teaching methodology and the L2 user perspective. In Cook, V. (ed.), Portraits of the L2 user. Clevedon, UK: Multilingual Matters, 325–344.CrossRefGoogle Scholar
Cook, V. (2008). Second language learning and language teaching (4th edn). London: Hodder Education.Google Scholar
Copland, F. & Neokleous, G. (2001). L1 to teach L2: Complexities and contradictions. ELT Journal 65.3, 270–280.CrossRefGoogle Scholar
Coulmas, F. (ed.) (1981). A festschrift for native speaker. The Hague: Mouton.CrossRefGoogle Scholar
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Crawford, J. (2004). Language choices in the foreign language classroom: Target language or the learners’ first language? RELC Journal 35.1, 5–20.CrossRefGoogle Scholar
Cromdal, J. (2005). Bilingual order in collaborative word processing: On creating an English text in Sweden. Journal of Pragmatics 37.3, 329–353.CrossRefGoogle Scholar
Crystal, D. (2003) English as a global language (2nd edn). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (ed.), Schooling and language minority students: A theoretical framework. Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University, 3–49.Google Scholar
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics (CJAL) 10.2, 221–240.Google Scholar
Dailey-O'Cain, J. & Liebscher, G. (2009). Teacher and student use of the first language in foreign language classroom interaction: Functions and applications. In Turnbull, M. & Dailey-O'Cain, J. (eds.), 131–144.Google Scholar
Dalton-Puffer, C. (2007). Discourse in content-and-language-integrated learning (CLIL) classrooms. Philadelphia/Amsterdam: John Benjamins.CrossRefGoogle Scholar
Davies, A. (1995). Proficiency or the native speaker: What are we trying to achieve in ELT? In Cook, G. & Seidlhofer, B. (eds.), Principle and practice in applied linguistics. Oxford: Oxford University Press, 145–159.Google Scholar
Davies, A. (2003). The native speaker: Myth and reality. Clevedon, UK: Multilingual Matters.Google Scholar
De Fina, A. (2007). Code-switching and the construction of ethnic identity in a community of practice. Language in Society 36.3, 371–392.CrossRefGoogle Scholar
Deignan, A., Gabryś, D. & Solska, A. (1997). Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal 51.4, 352–360.CrossRefGoogle Scholar
Deller, S. & Rinvolucri, M. (2002). Using the mother tongue. London: English Teaching Professional/Delta Publishing.Google Scholar
Dewey, J. (1939). Experience and education. In Merriam, S. B. (ed.), Selected writings on philosophy and adult education. Malabar, FL: Krieger Publishing Company.Google Scholar
Dodson, C. (1967/1972). Language teaching and the bilingual method. Bath: Pitman.Google Scholar
Duff, A. (1989). Translation: A resource book for teachers. Oxford: Oxford University Press.Google Scholar
Duff, P. & Polio, C. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal 74.2, 154–166.CrossRefGoogle Scholar
Edstrom, A. (2006). L1 use in the L2 classroom: One teacher's self-evaluation Canadian Modern Language Review 63.2, 275–292.Google Scholar
Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal 50.4, 303–311.CrossRefGoogle Scholar
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.Google Scholar
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
Ellwood, C. (2008). Questions of classroom identity: What can be learned from codeswitching in classroom peer group talk? The Modern Language Journal 92.4, 538–557.CrossRefGoogle Scholar
Elorza, I. (2008). Promoting intercultural competence in the FL/SL classroom: Translations as sources of data. Language and Intercultural Communication 8.4, 261–277.CrossRefGoogle Scholar
Fabrício, B. F. & Santos, D. (2006). The (re-)framing process as a collaborative locus for change. In Edge, J. (ed.), (Re)locating TESOL in an age of empire. Basingstoke: Palgrave Macmillan, 65–83.Google Scholar
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review 16, 38–51.CrossRefGoogle Scholar
Forman, R. (2007). Bilingual teaching in the Thai EFL context: One teacher's practice. TESOL in Context 16.2, 19–24.Google Scholar
Forman, R. (2008). Using notions of scaffolding and intertextuality to understand bilingual teaching of English in Thailand. Linguistics and Education 19, 319–332.CrossRefGoogle Scholar
Franklin, C. (1990). Teaching in the target language: Problems and prospects. Language Learning Journal 2, 20–24.CrossRefGoogle Scholar
Fries, C. (1945). Teaching and learning English as a foreign language. Ann Arbor, MI: University of Michigan Press.Google Scholar
Genesee, F., Lindholm-Leary, K., Saunders, W. M. & Christian, D. (eds.) (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.CrossRefGoogle Scholar
González Davies, M. (2004). Multiple voices in the translation classroom. Amsterdam, John Benjamins.CrossRefGoogle Scholar
Graddol, D. (1997). The future of English? London: British Council.Google Scholar
Graddol, D. (2006). English next. London: British Council.Google Scholar
Gregg, K. (1984). Krashen's Monitor and Occam's Razor. Applied Linguistics 5.2, 79–100.CrossRefGoogle Scholar
Grosjean, F. (1989). Neurolinguistics, beware! The bilingual is not two monolinguals in one person. Brain and Language 36, 3–15.CrossRefGoogle Scholar
Guthrie, E. (1984). Six cases in classroom communication: A study of teacher discourse in the foreign language classroom. In Lantolf, J. & Labarca, A. (eds.), Research in second language learning: Focus on the classroom. Norwood, NJ: Ablex, 173–194.Google Scholar
Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal 46.4, 350–355.CrossRefGoogle Scholar
Harden, T. (2009). Accessing conceptual metaphors through translation. In Witte, A., Harden, T. & Ramos de Oliveira Harden, A. (eds), 119–133.Google Scholar
Herdina, P. & Jessner, U. (2002). A dynamic model of multilingualism: Changing the psycholinguistic perspective. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Hobbs, V., Matsuo, A. & Payne, M. (2010). Code-switching in Japanese language classrooms: An exploratory investigation of native vs. non-native speaker teacher practice. Linguistics and Education 21, 44–59.CrossRefGoogle Scholar
House, J. (2009). Translation. Oxford: Oxford University Press.Google Scholar
Howatt, A. P. R. & Smith, R. (eds.) (2002). Modern language teaching: The reform movement (5 volumes). London: Routledge.Google Scholar
Howatt, A. P. R. with Widdowson, H. G. (2004). A history of English language teaching (2nd edn). Oxford: Oxford University Press.Google Scholar
Hummel, K. (1995). Translation and second language learning. Canadian Journal of Applied Linguistics 51.3, 444–455.Google Scholar
Hummel, K. (2010). Translation and short-term L2 vocabulary retention: Hindrance or help? Language Teaching Research 14.1, 61–74.CrossRefGoogle Scholar
ICRJ. International CLIL Research Journal (2008) onwards). University of Jyväskylä, Finland. www.icrj.eu/Google Scholar
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.Google Scholar
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.Google Scholar
Johnston, W. (2003). Values in English language teaching. London: Erlbaum.CrossRefGoogle Scholar
Källkvist, M. (2008). L1–L2 translation versus no translation. In Ortega, L. & Byrnes, H. (eds.), The longitudinal study of advanced L2 capacities. London: Routledge, 182–202.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
Katunich, J. (2006). Equity and English in South African higher education: Ambiguity and colonial language legacy. In Edge, J. (ed.), (Re)locating TESOL in an age of empire. Basingstoke: Palgrave Macmillan, 139–157.Google Scholar
Kern, R. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition 16, 441–461.CrossRefGoogle Scholar
Kharma, N. & Hajjaj, A. (1989). Use of the mother tongue in the ESL classroom. International Review of Applied Linguistics in Language Teaching 27.3, 223–252.Google Scholar
Kim, E.-Y. (2011). Using translation exercises in the communicative EFL writing classroom. ELT Journal 65.3, 154–160.CrossRefGoogle Scholar
Kim, S.-H. & Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand. Language, Culture and Communication 21.2, 167–185.Google Scholar
Korea Times (2008). President Lee calls English immersion education ‘impossible’. www.koreatimes.co.kr/www/news/nation/2008/03/117_21054.htmlGoogle Scholar
Kramsch, C. (1998). The privilege of the intercultural speaker. In Byram, M. & Fleming, M. (eds.), Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 16–31.Google Scholar
Kramsch, C. (ed.). (2002). Language acquisition and language socialization: Ecological perspectives. London: Continuum.Google Scholar
Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal 90.2, 249–251.CrossRefGoogle Scholar
Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.Google Scholar
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Kupferberg, I. & Olshtain, E. (1996). Explicit contrastive instruction facilitates the acquisition of difficult L2 forms. Language Awareness 5.3–4, 149–165.CrossRefGoogle Scholar
Lado, R. (1957). Linguistics across cultures: Applied linguistics for teachers. Ann Arbor, MI: University of Michigan Press.Google Scholar
Lally, C. G. (2000). First language influences in second language composition: The effect of pre-writing. Foreign Language Annals 33.4, 428–432.CrossRefGoogle Scholar
Lantolf, J. (ed.) (2000). Socio-cultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Lantolf, J. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In Atkinson, D. (ed.), Alternative approaches to second language acquisition. London: Routledge, 24–47.Google Scholar
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics 18.2, 141–165.CrossRefGoogle Scholar
Larsen-Freeman, D. & Cameron, D. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.Google Scholar
Laufer, B. & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics 29.4, 694–716.CrossRefGoogle Scholar
Lazar, G. (1996). Using figurative language to expand students’ vocabulary. ELT Journal 50.1, 43–51.CrossRefGoogle Scholar
Levine, G. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal 87.3, 343–364.CrossRefGoogle Scholar
Levine, G. (2009). Building meaning through code choice in second language learner interaction: A D/discourse analysis and proposals for curriculum design and teaching. In Turnbull, M. & Dailey-O'Cain, J. (eds.), First language use in second and foreign language learning. Bristol: Multilingual Matters, 145–162.CrossRefGoogle Scholar
Levine, G. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Liebscher, G. & Dailey-O'Cain, J. (2005). Learner code-switching in the content-based foreign language classroom. The Modern Language Journal 89.2, 234–247.CrossRefGoogle Scholar
Lin, A. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance and code switching in Hong Kong schools. Linguistics and Education 8, 49–84.CrossRefGoogle Scholar
Littlewood, W. & Yu, B.-H. (2011). First language and target language in the foreign language classroom. Language Teaching 44, 64–77.CrossRefGoogle 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
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In De Bot, K., Ginsberg, R. & Kramsch, C. (eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 39–52.CrossRefGoogle Scholar
Low, G. (1988). On teaching metaphor. Applied Linguistics 9.2, 125–147.CrossRefGoogle Scholar
Lucas, T. & Katz, A. (1994). Reframing the debate: The roles of native language in English-only programs for language minority students. TESOL Quarterly 28.3, 537–561.CrossRefGoogle Scholar
Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Macaro, E. (2001). Analysing student teacher's codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal 85.4, 531–548.CrossRefGoogle Scholar
Macaro, E. (2006). Codeswitching in the L2 classroom: A communication and learning strategy. In Llurda, E. (ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession. Amsterdam: Springer, 63–84.Google Scholar
Macaro, E. (2009a). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In Turnbull, M. & Dailey-O'Cain, J. (eds.), First language use in second and foreign language learning. Bristol: Multilingual Matters, 35–49.CrossRefGoogle Scholar
Macaro, E. (2009b). Teacher codeswitching in L2 classrooms: Exploring ‘optimal use’. In Yoshida, T., Imai, H., Nakata, Y., Tajino, A., Takeuchi, O. & Tamai, K. (eds.), Researching language teaching and learning: An integration of practice and theory. Oxford: Peter Lang, 293–304.Google Scholar
Macaro, E., ChenT. Guo, H. T. Guo, H. & Tian, L. (2009). Can differential processing of L2 vocabulary inform the debate on teacher codeswitching behaviour? The case of Chinese learners of English. In Richards, B. et al. (eds.), Vocabulary studies in first and second language acquisition: The interface between theory and application. London: Palgrave Macmillan, 125–146.CrossRefGoogle Scholar
MacDonald, C. (1993). Using the target language. Cheltenham, UK: Mary Glasgow Publications.Google Scholar
Maley, A. (2011). Review of Translation in language teaching: An argument for reassessment by G. Cook. ELT Journal 65.2, 192–193.Google Scholar
Malmkjær, K. (ed.) (1998). Translation & language teaching: Language teaching & translation. Manchester, UK: St. Jerome Publishing.Google Scholar
Marsh, D. (2002). CLIL/EMILE the European dimension: Actions, trends and foresight potential. EU Public-Services Contract 2001-3406/001-001. http://ec.europa.eu/education/languages/pdf/doc491_en.pdf.Google Scholar
Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum 42, 20–25.Google Scholar
McLaughlin, B. (1987). Theories of second-language learning. London: Edward Arnold.Google Scholar
McMillan, B. & Rivers, D. (2011). The practice of policy: Teacher attitudes toward ‘English only’. System 39.2, 251–263.CrossRefGoogle Scholar
Medgyes, P. (1994). The non-native teacher. London: Macmillan.Google Scholar
Meiring, L. & Norman, N. (2002). Back on target: Repositioning the status of target language in MFL teaching and learning. Language Learning Journal 26.1, 27–35.CrossRefGoogle Scholar
Mitchell, R. (1988). Communicative language teaching in practice. London: CILT.Google Scholar
Moore, D. (2002). Case study: Code switching and learning in the classroom. International Journal of Bilingual Education and Bilingualism 5.5, 279–293.CrossRefGoogle Scholar
Nagy, K. & Robertson, D. (2009). Target language use in English classes in Hungarian language schools. In Turnbull, M. & Dailey-O'Cain, J. (eds.), 66–86.Google Scholar
Nasrin, M. (2005). A justification for using a grammar-translation method in ELT classrooms in Bangladesh: 39th Annual IATEFL Conference. Cardiff: IATEFL.Google Scholar
Nation, P. (1997). L1 and L2 use in the classroom: A systematic approach. TESL Reporter 30.2, 19–27.Google Scholar
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal 1, 35–39.Google Scholar
Nikula, T. (2007). Speaking English in Finnish content-based classrooms. World Englishes 26.2, 206–223.CrossRefGoogle Scholar
Norton, B. (2000). Identity and language learning. New York: Pearson Education.Google Scholar
O'Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Opoku-Amankwa, K. (2009). English-only language-in-education policy in multilingual classrooms in Ghana. Language Culture and Curriculum 22.2, 121–135.CrossRefGoogle Scholar
Orland-Barak, L. & Yinon, H. (2005). Different but similar: Student teachers’ perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum 18.1, 91–113.CrossRefGoogle Scholar
Oxford, R. (ed.) (1996). Language learning strategies around the world: Cross-cultural perspectives. Honolulu, HI: University of Hawai'i Press.Google Scholar
Oxford, R. (2011). Teaching and researching language learning strategies. Harlow, UK: Longman/Pearson Education.Google Scholar
Pease-Alvarez, L. & Winsler, A. (1994). Cuando el maestro no habla español: Children's bilingual language practices in the classroom. TESOL Quarterly 28.3, 507–535.CrossRefGoogle Scholar
Pennington, M. (1995). Pattern and variation in the use of two languages in the Hong Kong secondary English class. RELC Journal 26, 89–102.CrossRefGoogle Scholar
Pennycook, A. (2004). History: After 1945. In Byram, M. (ed.), Routledge encyclopedia of language teaching and learning. London: Routledge, 275–282.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Polio, C. & Duff, P. (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
Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. The Modern Language Journal 80.4, 478–493.CrossRefGoogle Scholar
Prodromou, L. (2002). The liberating role of the mother tongue. In Deller, S. & Rinvolucri, M. (eds.), Using the mother tongue: Making the most of the learner's language. London: ETP and DELTA Publishing, 5.Google Scholar
Qian, X., Tian, G. & Wang, Q. (2009). Codeswitching in the primary EFL classroom in China – Two case-studies. System 37.4, 719–730.CrossRefGoogle Scholar
Rampton, B. (1990). Displacing the ‘native speaker’: Expertise, affiliation and inheritance. ELT Journal 44.2, 97–101.CrossRefGoogle Scholar
Rampton, B. (2005). Crossing: Language and ethnicity among adolescents (2nd edn). Manchester: St. Jerome Publishing.Google Scholar
Robinson, P. (2003). Attention and memory during SLA. In Doughty, C. & Long, M. (eds.), The handbook of second language acquisition. Oxford: Blackwell, 631–678.CrossRefGoogle Scholar
Rolin-Ianziti, J. & Brownlie, S. (2002). Teacher use of learners’ native language in the foreign language classroom. Canadian Modern Language Review 58.3, 402–426.CrossRefGoogle Scholar
Rolin-Ianziti, J. & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. Canadian Modern Language Review 65.2, 249–273.CrossRefGoogle Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11.1, 17–46.CrossRefGoogle Scholar
Schweers, C. (1999). Using L1 in the L2 classroom. English Teaching Forum 37.2, 6–13.Google Scholar
Scott, V. & de la Fuente, M. J. (2008). What's the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern Language Journal 92.1, 100–113.CrossRefGoogle Scholar
Seargeant, P. (2012) Exploring world Englishes: Language in a global context. London: Routledge.CrossRefGoogle Scholar
Seidlhofer, B. (2002). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics 11.2, 133–158.CrossRefGoogle Scholar
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics 10, 209–31.CrossRefGoogle Scholar
Snellings, P., van Gelderen, A. & de Glopper, K. (2002). Lexical retrieval: An aspect of fluent second language production that can be enhanced. Language Learning 52.4, 723–754.CrossRefGoogle Scholar
Soars, J. & Soars, L. (1986) onwards. Headway intermediate. Oxford: Oxford University Press.Google Scholar
Sridhar, K. & Sridhar, S. (1986). Bridging the paradigm gap: Second language acquisition theory and indigenized varieties of English. World Englishes 5.1, 3–14.CrossRefGoogle Scholar
Stables, A. & Wikeley, 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
Stern, H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.Google Scholar
Stetsenko, A. & Arievitch, I. (1997). Constructing and deconstructing the self: Comparing post-Vygotskian and discourse-based versions of social constructivism. Mind, Culture, and Activity 4, 159–172.CrossRefGoogle Scholar
Stibbard, R. (1998). The principled use of oral translation in foreign language teaching. In Malmkjaer, K. (ed.), Translation and language teaching. Manchester: St. Jerome Publishing, 69–76.Google Scholar
Stiefel, L. (2009). Translation as a means to intercultural communicative competence. In Witte, A., Harden, T. & Ramos de Oliveira Harden, A. (eds.), 99–118.Google Scholar
Storch, N. & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly 37.4, 760–770.CrossRefGoogle Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (eds.), Input in second language acquisition. Rowley, MA: Newbury House, 235–253.Google Scholar
Swain, M. & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research 4.3, 251–274.CrossRefGoogle Scholar
Swain, M. & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: Some implications for programme development. International Journal of Applied Linguistics 15.2, 169–186.CrossRefGoogle Scholar
Swan, M. & Smith, B. (1987/2001). Learner English: A teacher's guide to interference and other problems. Cambridge: Cambridge University Press.Google Scholar
Swan, M. & Walter, C. (1990) onwards). The Cambridge English course; The new Cambridge English course. Cambridge: Cambridge University Press.Google Scholar
Sweet, H. (1899/1964). The practical study of languages: A guide for teachers and learners. London: Dent. Republished by Oxford University Press in 1964, Mackin, R. (ed.).Google Scholar
Thomas, W. P. & Collier, V. P.. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California Santa Cruz. Available at www.crede.ucsc.edu.Google Scholar
Thoms, J., Liao, J. & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. Canadian Modern Language Review 62.1, 161–182.CrossRefGoogle Scholar
Thorpe, K. (2009). Zwischen Tür und Angel – Metaphoric speech and literary translation in second language teaching and learning. In Witte, A., Harden, T. & Ramos de Oliveira Harden, A. (eds.), 261–270.Google Scholar
Tudor, I. (1987a). Using translation in ESP. ELT Journal 41.4, 268–273.CrossRefGoogle Scholar
Tudor, I. (1987b). Guidelines for the communicative use of translation. System 15.3, 365–371.CrossRefGoogle 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.CrossRefGoogle 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
Turnbull, M. & Dailey-O'Cain, J. (2009). Concluding reflections: Moving forward. In Turnbull, M. & Dailey-O'Cain, J. (eds.), 182–207.Google Scholar
Turnbull, M. & Dailey-O'Cain, J. (eds.) (2009). First language use in second and foreign language learning. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Unamuno, V. (2008). Multilingual switch in peer classroom interaction. Linguistics and Education 19, 1–19.CrossRefGoogle Scholar
Ustunel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15.3, 302–325.CrossRefGoogle Scholar
van der Meij, H. & Zhao, X. (2010). Codeswitching in English courses in Chinese universities. The Modern Language Journal 94.3, 396–411.CrossRefGoogle Scholar
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In Lantolf, J. (ed.), Socio-cultural theory and second language learning. Oxford: Oxford University Press, 245–260.Google Scholar
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer.CrossRefGoogle Scholar
Vilamil, O. S. & de Guerrero, M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behaviour. Journal of Second Language Writing 5.1, 51–75.CrossRefGoogle Scholar
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Weinreich, U. (1953). Languages in contact. The Hague: Mouton.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.Google Scholar
Widdowson, H. G. (1990) Problems with solutions. In Widdowson, H. G., Aspects of language teaching. Oxford: Oxford University Press, 7–29.Google Scholar
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28.2, 377–389.CrossRefGoogle Scholar
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.Google Scholar
Wildsmith-Cromarty, R. (2009). Multilingualism in south African schools. Where to now? In Torres-Guzmán, M. & Gómez, J. (eds.), Global perspectives on multilingualism: Unity in diversity. New York: Teachers College Press, 36–53.Google Scholar
Witte, A., Harden, T. & Ramos de Oliveira Harden, A. (2009). Translation in second language learning and teaching. Bern: Peter Lang.CrossRefGoogle Scholar
Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds. TESOL Quarterly 40.1, 35–58.CrossRefGoogle Scholar