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

Included in

Education Commons

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