Own-language use in language teaching and learning

Hall, Graham; Cook, Guy

doi:10.1017/s0261444812000067

Cited by 466EFL/ESL Teaching and LearningMultilingual Education and PolicySecond Language Learning and Teaching

Own-language use in language teaching and learning

Hall, Graham, Cook, Guy·2012·Language Teaching

DOI 10.1017/s0261444812000067

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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.

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In the past 100 years, the central doctrine of the late 19th century Reform Movement advocating monolingual teaching has held sway in foreign/second language education thinking.
“In the past 100 years or so the central doctrine of the late 19th century Reform Movement in additional language education with its advocacy for monolingual teaching, i.e. teaching the focal language through that language exclusively, has held sway in the foreign/second language education thinking (see Cook, 2010: Chapter 1; Cummins, 2007; Hall and Cook, 2012).”
From Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World (2019) · cites this paper as Hall and Cook, 2012

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Task-Based Language Teaching: Theory and Practice
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Self-citation

Authors: Hall, G., & Cook, G.
Affiliations: Northumbria University (GB)
King's College London (GB)
ORCID: Hall, Graham
Cook, Guy
Venue: Language Teaching
Publisher: Cambridge University Press (CUP)
Published: 2012-06-15
Volume: 45
Issue: 3
Pages: 271-308
ISSN: 0261-4448 (ISSN-L)
1475-3049
DOI: 10.1017/s0261444812000067
OpenAlex: W2164873736
Cited by: 466
References: 256
Citations by year: 2026: 20 · 2025: 31 · 2024: 42 · 2023: 49 · 2022: 38 · 2021: 38 · 2020: 47 · 2019: 49 · 2018: 51 · 2017: 27 · 2016: 31 · 2015: 16 · 2014: 18 · 2013: 7 · 2012: 1
FWCI: 100.27
Type: journal article
Language: en
Open access: closed
Licence: www.cambridge.org/core/terms (unspecified)
Locations: Language Teaching (publishedVersion)
Research Portal (King's College London) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Linguistics and Language › Multilingual Education and Policy
Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords: second language acquisition, language classroom, psycholinguistic approach, cognitive approach, sociocultural approach, teacher attitudes, student attitudes, English language teaching

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Own-language use in language teaching and learning

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