Limitation of L1 use and its impact on L2 learning: a longitudinal study

• Autor(a) principal: Vasques de Araujo, Ana Beatriz
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45188
• topic: L1 no aprendizado de L2; L1/L2 em programas imersivos; Alemão como Língua Estrangeira.; L1 in L2 learning; L1/L2 in immersion classrooms; German as a foreign language; L1 en el aprendizaje de L2; Alemán como lengua extranjera; L1 /L2 en programas inmersivos

In recent decades, bilingual schools have been widely established in Brazil. Within this plurilingual educational universe, the immersive approach of a second language (L2) gains prominence, and a frequent issue of this focus converges to the appropriate use of the first language (L1) in learning the target language. The current research reflects on the L1–L2 relationship in classrooms for learning German as a Foreign Language and, for this purpose, a two-year study in elementary school was conducted in a bilingual school in Brazil. The empirical study, predominantly qualitative, sought to examine the school performance of L2 learning from two groups — the experimental group with the limitation of the use of L1 and the control group with opportune use of L1. The research generated guiding principles with the aim of helping language teachers to make decisions about their language use choices in the immersive classroom, since, on the one hand, the limitation of L1 use provides better readiness on the behalf of learners to communicate in the target language, on the other hand, it can limit participation in second language learning.