Research in use of L1 in adult learning settings

Gillian Wigglesworth

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    It is probably fair to say that in language classes in general, at least until recently, there has been a tendency to discourage learners from using their first language (L1) in group and pair work activities. The reasons for this are quite clear: teachers want classroom activities to maximise learners' use of the target language in order to enhance learners' opportunities for interaction in their second language and to encourage learning of the target language. However, it is now timely to review this approach, particularly in the light of recent research which suggests that there may well be good reasons to build more carefully on the L1 resources the learners already have and are bringing into the classroom. In this chapter, I will examine some of the historical reasons why L1 use in the L2 classroom tends to be eschewed, and then focus on what we know about its use.
    Original languageEnglish
    Title of host publicationFirst language support in adult ESL in Australia
    EditorsDenise E. Murray, Gillian Wigglesworth
    Place of PublicationNorth Ryde, N.S.W.
    PublisherNational Centre for English Language Teaching and Research
    Pages2-11
    ISBN (Print)1741381185
    Publication statusPublished - 2005

    Publication series

    NameTeaching in action
    PublisherNational Centre for English Language Teaching and Research

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