Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
ESL/ ELLs, L1 Use
Helland, Erin Lynn, "English Only? Examining the Use of Students’ L1 in the ESL Classroom: A Systematic Literature Review" (2016). School of Education Student Capstone Theses and Dissertations. 4191.