Welcome to the InfoSci Platform
Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2

Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2

Fajer M. Bin Rashed
Copyright: © 2019 |Pages: 16
ISBN13: 9781522558460|ISBN10: 1522558462|EISBN13: 9781522558477
DOI: 10.4018/978-1-5225-5846-0.ch005
Cite Chapter Cite Chapter

MLA

Rashed, Fajer M. Bin. "Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2." Handbook of Research on Curriculum Reform Initiatives in English Education, edited by Christopher Denman and Rahma Al-Mahrooqi, IGI Global, 2019, pp. 68-83. https://doi.org/10.4018/978-1-5225-5846-0.ch005

APA

Rashed, F. M. (2019). Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2. In C. Denman & R. Al-Mahrooqi (Eds.), Handbook of Research on Curriculum Reform Initiatives in English Education (pp. 68-83). IGI Global. https://doi.org/10.4018/978-1-5225-5846-0.ch005

Chicago

Rashed, Fajer M. Bin. "Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2." In Handbook of Research on Curriculum Reform Initiatives in English Education, edited by Christopher Denman and Rahma Al-Mahrooqi, 68-83. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5846-0.ch005

Export Reference

Mendeley
Favorite

Abstract

This chapter examines the effectiveness of second and foreign language learners using their L1 within their zone of proximal development to improve their L2 acquisition, and explores the usefulness of assessing specific L1 language skills to provide a more accurate analysis of learner acquirement. This theoretical approach will be examined in light of Lev S. Vygotsky and Vivian Cook's concepts of using the L1 in teaching and assessing the L2. One of these methods is the “new concurrent method” which identifies “code-switching” as a one of its important elements in creating real life situations in the classroom. In addition to theory, this chapter provides practical ESL/EFL assessments and trends of their application. By briefly exploring some of the justifications behind banning the L1 in ESL/EFL classrooms, the chapter criticizes and refutes the pedagogical claims and assumptions made throughout the reform movement which have affected many generations of students and influenced teacher training and instruction for a number of years.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.