Using the L1 to Promote Literacy Development in the Second and Foreign Language Classroom
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Recently, an ever-growing number of researchers and educators have begun to extol the value of bringing the mother tongue into the second and foreign language classroom. This paper begins by discussing research that encourages the use of various types of bilingual texts to promote biliteracy development. From there, the various types of dual-language text structures available are reviewed. Lastly, a “flexible biliteracy scaffold process” scheme is presented that allows these various types of bilingual text to be integrated into a coherent sequence that gradually eases learners into literacy in the second or foreign language. The main purpose of this paper is to introduce the flexible biliteracy scaffold process and explain how second and foreign language learners can develop their L2 literacy through following this process.
Abstract
Recently, an ever-growing number of researchers and educators have begun to extol the value of bringing the mother tongue into the second and foreign language classroom. This paper begins by discussing research that encourages the use of various types of bilingual texts to promote biliteracy development. From there, the various types of dual-language text structures available are reviewed. Lastly, a “flexible biliteracy scaffold process” scheme is presented that allows these various types of bilingual text to be integrated into a coherent sequence that gradually eases learners into literacy in the second or foreign language. The main purpose of this paper is to introduce the flexible biliteracy scaffold process and explain how second and foreign language learners can develop their L2 literacy through following this process.
참고문헌 (18)
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