Is There a Role for the Use of the L1 in an L2 Setting?
Abstract
C1 - Journal Articles Refereed
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
FL learners often use their L1 when put in groups.
“We know that FL learners often use their L1 when put in groups (e.g. Hancock 1997; Storch and Wigglesworth 2003)”
From Exploring translanguaging in CLIL (2019) · cites this paper as Storch and Wigglesworth 2003
While some instructors may recognize the value of translanguaging, they usually believe that it should be targeted to specific tasks, situations, and proficiency levels.
“While some instructors may recognize the value of translanguaging, they usually believe that it should be targeted to specifi c tasks, situations, and profi ciency levels (Hussein, 2003; Storch & Wigglesworth, 2003; Tan, 2017).”
From Translanguaging-as-Resource: University ESL Instructors' Language Orientations and Attitudes Toward Translanguaging (2019) · cites this paper as Storch & Wigglesworth, 2003
Both learners and teachers sometimes make effective use of the learner's L1 to address linguistic problems in the L2 when performing communicative tasks.
“Both learners and teachers sometimes make effective use of the learner's L1 to address linguistic problems in the L2 when performing communicative tasks (Nakatsukasa & Loewen, 2015;Storch and Wigglesworth, 2003).”
From Focus on form: A critical review (2016) · cites this paper as Storch and Wigglesworth, 2003
Cites
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Own-language use in language teaching and learning
Hall, G., & Cook, G. (2012) · Language Teaching · doi:10.1017/s0261444812000067 · Cited by 466 · see citing works
Focus on form: A critical review
Ellis, R. (2016) · Language Teaching Research · doi:10.1177/1362168816628627 · Cited by 417 · see citing works
Conceptualising the potential role of L1 in CLIL
Lin, A. M. Y. (2015) · Language, Culture and Curriculum · doi:10.1080/07908318.2014.1000926 · Cited by 240 · see citing works
Exploring translanguaging in CLIL
Nikula, T., & Moore, P. (2019) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2016.1254151 · Cited by 225 · see citing works
Burton, J., & Rajendram, S. (2019) · TESL Canada Journal · doi:10.18806/tesl.v36i1.1301 · Cited by 79 · see citing works
“While some instructors may recognize the value of translanguaging, they usually believe that it should be targeted to specifi c tasks, situations, and profi ciency levels (Hussein, 2003; Storch & Wigglesworth, 2003; Tan, 2017).”
BackgroundTurnbull, B. (2019) · Bilingual Research Journal · doi:10.1080/15235882.2019.1589603 · Cited by 68 · see citing works
Decristan, J., Schastak, M., Reitenbach, V., & Rauch, D. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01023-6 · Cited by 4 · see citing works
- Authors
- Storch, N., & Wigglesworth, G.
- Affiliations
- The University of Melbourne (AU)
- Venue
- TESOL Quarterly
- Publisher
- JSTOR
- Published
- 2003-12-01
- Volume
- 37
- Issue
- 4
- Pages
- 760
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W1987213440
- Cited by
- 396
- References
- 1
- Citations by year
- 2026: 4 · 2025: 10 · 2024: 15 · 2023: 45 · 2022: 26 · 2021: 18 · 2020: 37 · 2019: 48 · 2018: 41 · 2017: 18 · 2016: 25 · 2015: 22 · 2014: 10 · 2013: 18 · 2012: 22
- FWCI
- 11.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Minerva Access (University of Melbourne) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- first language use, second language acquisition, language transfer
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
