First Language Use in Second and Foreign Language Learning

MILES TURNBULL is an Associate Professor in the Faculty of Education at the University of Prince Edward Island. He is Coordinator of Graduate Programs and works in the pre-service program in French second language teaching, as Coordinator of the Bachelor of Education- French Education. His research has been funded by the Social Sciences and Humanities Research Council of Canada, Canadian Heritage, The Education and Quality Assurance Office of Ontario, and the Canadian Association of Second Language Teachers. In 2006, he was named research scholar in residence in official languages funded by the Social Sciences and Humanities Research Council of Canada and the Department of Canadian Heritage.JENNIFER DAILEY-O'CAIN is an Associate Professor of German and Applied Linguistics at the University of Alberta in Edmonton, Canada. Alongside her work on code-switching in the classroom, her research also includes work in language, migration and identity in both Germany and German-speaking Canada, and language attitudes in post-unification Germany. Major recent publications include articles in the Modern Language Journal, the International Journal of Bilingualism, the Canadian Modern Language Review and the Journal of Sociolinguistics.

This book has the potential for creating changes in language teaching practices around the world. It addresses the age-old, emotionally and politically charged controversy about the use of a first language in second and foreign language classrooms. The contributors to this book, drawing on multiple theoretical frameworks, and researching a variety of contexts, discuss optimal levels of first language use and what kinds of uses are supportive and effective for second and foreign language learning. This book is bound to further debate and inquiry about the roles of first language use in classroom language teaching.

• Introduction - Miles Turnbull and Jennifer Dailey-O'Cain1 Teachers' Use of the First Language in French Immersion: Revisiting a Core Principle - Brian McMillan and Miles Turnbull2 Teacher Use of Code-Switching in the Second Language Classroom: Exploring 'Optimal' Use - Ernesto Macaro3 Code-Switching in Computer-Mediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English - Michael Evans4 Target Language Use in English Classes in Hungarian Primary Schools - Krisztina Nagy and Daniel Robertson5 Forms and Functions of Code-Switching by Dual Immersion Students: A Comparison of Heritage Speaker and Second-Language Children - Kim Potowski6 How Bilingual Children Talk: Strategic Code-Switching Among Children in Dual Language Programs - Janet M. Fuller7 Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications - Jennifer Dailey-O'Cain and Grit Liebscher8 Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching - Glenn S. Levine9 The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use - Carl S. Blyth10 Concluding Reflections: Moving Forward - Miles Turnbull and Jennifer Dailey-O'Cain