Spanish as a resource in the acquisition of English as a second language

The use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, a...

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Detalles Bibliográficos
Autores: Pérez Cabello, Ana María, Quinn, Michelle Teresa
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/160952
Acceso en línea:https://hdl.handle.net/11441/160952
https://doi.org/10.22363/2521-442X-2024-8-1-38-53
Access Level:acceso abierto
Palabra clave:Mother tongue
Foreign language
Language acquisition
English
Pedagogical resource
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spelling Spanish as a resource in the acquisition of English as a second languageEl español como recurso en la adquisición del inglés como segunda lenguaPérez Cabello, Ana MaríaQuinn, Michelle TeresaMother tongueForeign languageLanguage acquisitionEnglishPedagogical resourceThe use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, as well as the reasons for its inclusion. This approach includes linguistic, social, and cultural factors intrinsic to the teaching/learning process. Information is collected using a mixed method approach. On the one hand, a questionnaire is designed to identify patterns and trends regarding the use of Spanish in the English classroom considering factual, behavioural, and attitudinal data. Each section is linked to research objectives. On the other, three specific qualitative methods are used: personal interviews, small focus group discussions and extension written narratives, where 12 questions are composed as a basis for the realisation of these three methods. The results of the study suggest that a prudent and judicious use of Spanish does not prevent or hinder the development of English learning in students. On the contrary, in many cases, it facilitates it since it provides the teacher with a powerful pedagogical resource. The study posits that the judicious employment of Spanish within the classroom setting yields positive outcomes and advocates for increased flexibility in its utilisation. However, it simultaneously points to the imperative that this flexibility should not detract from the primary objective of English language acquisition. This study has theoretical and practical implications in the design of formation syllabi for in-service and future teachers of L2 in L1 contexts.Peoples' Friendship University of RussiaDidáctica de la Lengua y la Literatura y Filologías IntegradasHUM-529. Lengua Española Aplicada a la Enseñanza2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/160952https://doi.org/10.22363/2521-442X-2024-8-1-38-53reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésTraining, Language and Culture, 8 (1), 38-53.info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1609522026-06-17T12:51:07Z
dc.title.none.fl_str_mv Spanish as a resource in the acquisition of English as a second language
El español como recurso en la adquisición del inglés como segunda lengua
title Spanish as a resource in the acquisition of English as a second language
spellingShingle Spanish as a resource in the acquisition of English as a second language
Pérez Cabello, Ana María
Mother tongue
Foreign language
Language acquisition
English
Pedagogical resource
title_short Spanish as a resource in the acquisition of English as a second language
title_full Spanish as a resource in the acquisition of English as a second language
title_fullStr Spanish as a resource in the acquisition of English as a second language
title_full_unstemmed Spanish as a resource in the acquisition of English as a second language
title_sort Spanish as a resource in the acquisition of English as a second language
dc.creator.none.fl_str_mv Pérez Cabello, Ana María
Quinn, Michelle Teresa
author Pérez Cabello, Ana María
author_facet Pérez Cabello, Ana María
Quinn, Michelle Teresa
author_role author
author2 Quinn, Michelle Teresa
author2_role author
dc.contributor.none.fl_str_mv Didáctica de la Lengua y la Literatura y Filologías Integradas
HUM-529. Lengua Española Aplicada a la Enseñanza
dc.subject.none.fl_str_mv Mother tongue
Foreign language
Language acquisition
English
Pedagogical resource
topic Mother tongue
Foreign language
Language acquisition
English
Pedagogical resource
description The use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, as well as the reasons for its inclusion. This approach includes linguistic, social, and cultural factors intrinsic to the teaching/learning process. Information is collected using a mixed method approach. On the one hand, a questionnaire is designed to identify patterns and trends regarding the use of Spanish in the English classroom considering factual, behavioural, and attitudinal data. Each section is linked to research objectives. On the other, three specific qualitative methods are used: personal interviews, small focus group discussions and extension written narratives, where 12 questions are composed as a basis for the realisation of these three methods. The results of the study suggest that a prudent and judicious use of Spanish does not prevent or hinder the development of English learning in students. On the contrary, in many cases, it facilitates it since it provides the teacher with a powerful pedagogical resource. The study posits that the judicious employment of Spanish within the classroom setting yields positive outcomes and advocates for increased flexibility in its utilisation. However, it simultaneously points to the imperative that this flexibility should not detract from the primary objective of English language acquisition. This study has theoretical and practical implications in the design of formation syllabi for in-service and future teachers of L2 in L1 contexts.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/160952
https://doi.org/10.22363/2521-442X-2024-8-1-38-53
url https://hdl.handle.net/11441/160952
https://doi.org/10.22363/2521-442X-2024-8-1-38-53
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Training, Language and Culture, 8 (1), 38-53.
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Peoples' Friendship University of Russia
publisher.none.fl_str_mv Peoples' Friendship University of Russia
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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