Role of L1 in ISLA: A Principled Approach in Belgium's Beginner Classrooms
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Abstract
The present mixed-methods study seeks to establish the role of the first language (L1) in the multilingual environment in the acquisition of the second language (L2) by beginning learners. As such, this proposed study aims at contributing to filling a gap in the literature of Instructed Second Language Acquisition (ISLA) through the view of beginner learners, assessing L1 usage both from cognitive and socio-cultural perspectives. It covers both the students and teachers of the entire school community: 300 students aged 7 to 12 and 20 teachers. Its data collection tools include questionnaires, standardised tests, observation classroom notes, and interviews. Results from this study might show that the attitude toward using L1 in language learning by students and teachers is in general positive but varied. The findings, therefore, provide views that are less explicit of the polarised discussion in academic circles of ISLA. It would also provide viable guidance for educators and policymakers on how to grapple with language instruction issues within a linguistically diverse setting, say that of Belgium.
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