Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky-Reference-Cited by-同舟云学术

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

Published:2017-05-24 Issue:2 Volume:5 Page:25-39
ISSN:1339-4584
Container-title:Journal of Language and Cultural Education
language:en
Short-container-title:

Author:

Channa Liaquat A.¹,Gilhooly Daniel²,Lynn Charles A.³,Manan Syed A.⁴,Soomro Niaz Hussain⁵

Affiliation:

1. Associate Professor, Department of English, Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS), Quetta, Balochistan , Pakistan

2. Professor of Reading and Literacy Program Coordinator Educational Foundations & Literacy, College of Education, University of Central Missouri, Missouri , USA

3. Assistant Professor, Department of Instructional Technology, Foundations, and Secondary Education, Watson College of Education, University of North Carolina, Wilmington , USA

4. Assistant Professor, Department of English, Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS), Quetta, Balochistan , Pakistan

5. Department of English University of Balochistan, Quetta , Pakistan

Abstract

Abstract This 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.

Publisher

Walter de Gruyter GmbH

Reference27 articles.

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