Psychological and Social Perspectives on Language
The Chinese University of Hong Kong
Faculty of Education (2011-12, 1st Term)
Master of Arts in English Language Teaching
ENLT 6704
Psychological and Social Perspectives on Language
Assignment 2
A Critical View on Using L1 to Teach L2 in Local Hong Kong English Classrooms
Student: Leung Chi Kit, Johnny
Student no.: 1009036200
Course Instructor: Prof. Barley Mak
Date of submission: 30th December, 2011
I declare that the assignment here submitted is original except for source material explicitly acknowledged, and that the same or related material has not been previously submitted for another course. I also acknowledge that I am aware of University policy and regulations on honesty in academic work, and of the disciplinary guidelines and procedures applicable to breaches of such policy and regulations, as contained in the website. 30 Dec 2011
___________________ ___________________
Signature Date
Leung Chi Kit (Johnny) 1009036200
___________________ ___________________
Name Student ID
ENLT 6704 Psychological and Social Perspectives on Language
__________________ ________________________________________
Course code Course title
A Critique of “L1 to teach L2: complexities and contradictions” and a Critical Review on Using L1 to teach L2 in Local Hong Kong English Classrooms
Introduction
Among the most common English classroom instructions or even “orders” local English language teachers use in their classes will probably be “Remember to speak in English”, “Use English only”, “No Chinese” and so on. They are actually used in my and my colleagues’ English classrooms in my school. The main reasons for us having quite an extreme fear of not using our mother tongue in classrooms are basically the pressure from our principal who believes in teaching English as a Foreign Language (FL) while most FL teachers generally believe they should optimize the use of the target language (TL) in
Faculty of Education (2011-12, 1st Term)
Master of Arts in English Language Teaching
ENLT 6704
Psychological and Social Perspectives on Language
Assignment 2
A Critical View on Using L1 to Teach L2 in Local Hong Kong English Classrooms
Student: Leung Chi Kit, Johnny
Student no.: 1009036200
Course Instructor: Prof. Barley Mak
Date of submission: 30th December, 2011
I declare that the assignment here submitted is original except for source material explicitly acknowledged, and that the same or related material has not been previously submitted for another course. I also acknowledge that I am aware of University policy and regulations on honesty in academic work, and of the disciplinary guidelines and procedures applicable to breaches of such policy and regulations, as contained in the website. 30 Dec 2011
___________________ ___________________
Signature Date
Leung Chi Kit (Johnny) 1009036200
___________________ ___________________
Name Student ID
ENLT 6704 Psychological and Social Perspectives on Language
__________________ ________________________________________
Course code Course title
A Critique of “L1 to teach L2: complexities and contradictions” and a Critical Review on Using L1 to teach L2 in Local Hong Kong English Classrooms
Introduction
Among the most common English classroom instructions or even “orders” local English language teachers use in their classes will probably be “Remember to speak in English”, “Use English only”, “No Chinese” and so on. They are actually used in my and my colleagues’ English classrooms in my school. The main reasons for us having quite an extreme fear of not using our mother tongue in classrooms are basically the pressure from our principal who believes in teaching English as a Foreign Language (FL) while most FL teachers generally believe they should optimize the use of the target language (TL) in
References: Al-jadidi, H., & Sanguinetti, J. (2010). Characteristic Pedagogical Styles of Bilingual and Monolingual English Teachers. International Journal of Arts and Sciences, 3(16), 131-147. Cook, G. (2007). A thing of the future: translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401. Copland, F., & Neokleous, G.. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal, 65 (3), 270-280. Hayati, A., & Pour-Mohammadi, M. (2005). A Comparative Study of Using Bilingual and Monolingual Dictionaries in Reading Comprehension of Intermediate EFL Students. The Reading Matrix, 5(2), 61-66. Kirkpatrick, A. (2007). Setting attainable and appropriate English language targets in multilingual settings: A case for Hong Kong. International Journal of Applied Linguistics, 17 (3), 376-390. Mouhanna, M. (2009). Re-Examining the Role of L1 in the EFL Classroom. UGRU Journal, 8(2), 54-72. Nitschke, S., Kidd, E., & Serratrice, L. (2010). First language transfer and long-term structural priming in comprehension. Language and Cognitive Processes, 25(1), 94-114. Poon, A.Y.K. (2009). Reforming Medium of Instruction in Hong Kong: Its Impact on Learning. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 5(2), 199-232. Scott, V., & De La Fuente, M. (2008). What’s the Problem? L2 Learners’ Use of L1 During Consciousness-Raising, Form-Focused Tasks. The Modern Language Journal, 92(1), 100-113. Swain, Merrill, Kirkpatrick, Andy & Cummins, Jim (2011). How to Have a Guilt-free Life Using Cantonese in the English Class: A Handbook for the English Language Teacher in Hong Kong. Hong Kong: Research Centre into Language Acquisition and Education in Multilingual Societies, Hong Kong Institute of Education.