English Only? Examining the Use of Students’ L1 in the ESL Classroom: A Systematic Literature Review
Term
Summer 8-11-2016
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Anne DeMuth
Secondary Advisor/Reader One
Elizabeth Will
Peer-Reviewer/Reader Two
Jenna Rossiter
Abstract
Through the examination of existing research concerning the use of and attitudes toward students’ first language (L1) in ESL teaching environments, this project sought to answer the questions: how are students’ L1s used in the ESL classroom and what benefits are associated with their use? A background of the language ideologies in the United States provides a context for the use of students’ L1s and is used to explain the power relationships of language use. Findings indicate judicial use of students’ L1s in the classroom has multiple benefits relating to English acquisition, academic progress, and positive classroom environments where students’ cultures and abilities are valued.
Research Methodology
Text Analyses
Keywords
ESL/ ELLs, L1 Use
Recommended Citation
Helland, Erin Lynn, "English Only? Examining the Use of Students’ L1 in the ESL Classroom: A Systematic Literature Review" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4191.
https://digitalcommons.hamline.edu/hse_all/4191