Alby Ruiz Gaytan September 8th , 2011. Academic writing
Review of Marlise Horst, Joana White & Philippa Bell “First and second language knowledge in the language classroom” Horst, M., White J. and Bell, P. (2010). “First and second language knowledge in the language classroom.” International journal of bilingualism, 14(3), 331-349.
This article contains positive results of use cross-linguistic awareness in the classrooms by Merlise, Joanna and Philippa in their study of first and second language knowledge in the language classroom.” They describe how in the last decades, teachers avoid the use of L1 in teaching L2 in classrooms due to they were instructed as educators under the ideas of Krashen. According, this author’s idea teachers have to “use the language to teach language.” Horst, M., White J. and Bell, P. (2010) Nowadays, teachers prevent use L1 in their L2 classrooms, because they think that if they do once, they will do forever. However, these authors mention in their research “the idea that such cross- linguistics connections are useful and worth making is intuitively appealing.” Horst, M., White J. and Bell, P. (2010). “First and second language knowledge in the language classroom.” International journal of bilingualism, 14(3), 331-349.
For this study, authors mention the participants and context where they proofed the positive result such cross- linguistic connection. For instance, researchers chose two teachers from Quebec one French (hesitated speaking English) teacher and the other one English teacher (fluent speaking French). Both teachers are native speakers of the languages they use in their classrooms. But they have to dip into the use of two languages, in order to remain the students previous knowledge (in their native language; French). To demonstrate, the effectiveness, researchers videotaped 69 hours the two teacher classes, also they were collecting evidences on the fly. The authors conclude that implementing a CLA in the classrooms, will benefit students with demonstrable advantages for learners since they can find a useful link to new information that they already know.
This article is relevant because the author mention the importance on how teachers make connections between cross-linguistic awareness in order to improve students’ learning. They claim that students get benefits of it. This article has all the information needed to achieve the topic. Besides the authors researched all the information they present in the article step by step.
Compared with other article this is complete, well written and very clear, it has all the necessary to understand the information; it contains method, participants and context, data collection, findings, discussion conclusion and references. In comparison with other article called “starting age and L1 and L2 interaction” it is quite different in the way is organized, for example this one offers more information. It is a little bit more confuse than the first one.
This kind of research means a lot for educational readers. It provides the importance of use a specific strategy to improve students’ learning. Teachers are afraid to use L1 in their classrooms, because they do not know the importance it has for students. Also this is a good topic to write a thesis.
Horst, M., White J. and Bell, P. (2010). “First and second language knowledge in the language classroom.” International journal of bilingualism, 14(3), 331-349. University of Zagreb. (2010) “Starting age and L1 and L2 interaction.” International journal of bilingualism, 14(3), 303-314.