The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms
Abstract
Abstract: This study examined the amount, the purposes, and the reasons why L1 is used in L2 classrooms. Data consist of video and audio recording of samples of two instructors' L2 classes over the course of a 12‐week semester in two second‐year German conversation university courses, instructor interviews, and stimulated recall sessions. Results revealed that the instructors used L1 quite frequently in their classrooms and that they did it for many reasons and purposes. They also believed that L1 should be used in L2 classrooms and that its use facilitates L2 learning. Findings provide evidence that despite disagreement on the use of L1 among L2 researchers, these instructors of German as a foreign language used L1 in their classrooms for important instructional purposes.
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Some of the most common purposes for which instructors in L2 contexts allow the use of their students' L1 are for administrative reasons, classroom management, and giving instructions.
“Carmen's reasons for the inclusion of translanguaging in the classroom parallel the results of many studies showing that some of the most common purposes for which instructors in L2 contexts allow the use of their students' L1 are for administrative reasons, classroom management, and giving instructions (e.g., Corcoran, 2008; De la Campa & Nassaji, 2009; Greggio & Gil, 2007; McMillan & Rivers, 201”
From Translanguaging-as-Resource: University ESL Instructors' Language Orientations and Attitudes Toward Translanguaging (2019) · cites this paper as De la Campa & Nassaji, 2009
Citations
Cites
Macaro, E. (2001) · The Modern Language Journal · doi:10.1111/0026-7902.00124 · Cited by 579 · cited 5×
“These studies have explored the degree to which L1 is used in L2 classrooms and have also examined the attitudes and perceptions of instructors and students regarding the role of L1 in different contexts (e.g., Macaro, 2001; Mpras, 2003).”
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Cited by
Sorted by citations
Burton, J., & Rajendram, S. (2019) · TESL Canada Journal · doi:10.18806/tesl.v36i1.1301 · Cited by 79
“…that some of the most common purposes for which instructors in L2 contexts allow the use of their students’ L1 are for administrative reasons, classroom management, and giving instructions (e.g., Corcoran, 2008; De la Campa & Nassaji, 2009; Greggio & Gil, 2007; McMillan & Rivers, 2011; Tang, 2002).”
Background
Metadata
- Authors
- De La Campa, J. C., & Nassaji, H.
- Affiliations
- University of Victoria (CA)
- ORCID
- Nassaji, Hossein
- Venue
- Foreign Language Annals
- Publisher
- Wiley
- Published
- 2009-11-18
- Volume
- 42
- Issue
- 4
- Pages
- 742-759
- ISSN
- 0015-718X (ISSN-L)
- 1944-9720
- OpenAlex
- W2081513394
- Cited by
- 172
- References
- 1
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 12 · 2023: 19 · 2022: 18 · 2021: 20 · 2020: 13 · 2019: 10 · 2018: 19 · 2017: 10 · 2016: 16 · 2015: 5 · 2014: 11 · 2013: 4 · 2012: 6
- FWCI
- 22.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Foreign Language Annals (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- first language use in second language classrooms, German as a foreign language, instructor beliefs, second language teaching, stimulated recall
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