Open AccessShould teachers and students use the L2 rather than the L1 in the English classroom? Still a dilemma?
Author(s) -
RM Ruiz Ortega,
Catharine Chavez
Publication year - 2015
Publication title -
educación y salud boletín científico instituto de ciencias de la salud universidad autónoma del estado de hidalgo
Language(s) - English
Resource type - Journals
ISSN - 2007-4573
DOI - 10.29057/icsa.v4i7.827
Subject(s) - dilemma , first language , second language acquisition , second language , foreign language , mathematics education , language education , psychology , linguistics , pedagogy , computer science , epistemology , philosophy
Though for a long time there has been the tendency to think that using only L2 (second language) when learning a second/foreign language would benefit learners, such does not seems to be the same in today trends. Nowadays there are many reasons based on up to date SLA (Second Language Acquisition) researches that challenge this common assumption and oblige teachers to re-examine the pedagogical principles underlying this issue.In this paper we shall start giving a brief explanation of the arguments, which support the advantages, and/or in some cases the justification for the use of L1 (mother tongue) in the classroom, as well as the disadvantages. Finally we will draw our conclusion on the bases of these arguments.