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Direct linkMolway, Laura; Arcos, Marina; Macaro, Ernesto – Language Teaching Research, 2022
There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national…
Descriptors: Language Teachers, Teacher Attitudes, Native Language, Second Language Learning
Pun, Jack; Macaro, Ernesto – International Journal of Bilingual Education and Bilingualism, 2019
The role of the first language (L1) in second language (L2) learning has been widely discussed and researched in the second Language Acquisition (SLA) literature. Benefits of L1 use have been found for vocabulary acquisition, and in facilitating comprehension thereby alleviating student anxiety. Many teachers appear to consider L1 use as a…
Descriptors: Foreign Countries, Second Language Learning, Language Usage, Vocabulary
Macaro, Ernesto; Tian, Lili; Chu, Lingmin – Language Teaching Research, 2020
Although there is a wealth of research on the use of the first language (L1) in English as a foreign language (EFL) classrooms, there is as yet very little research of this kind in classrooms where the prime pedagogical objective is to teach academic content through English as a second language (English medium instruction; EMI). It is important to…
Descriptors: Teaching Methods, Language of Instruction, Second Language Learning, Second Language Instruction
Macaro, Ernesto – International Journal of Bilingual Education and Bilingualism, 2020
English Medium Instruction (EMI) in universities continues to grow as an educational phenomenon and increasingly is attracting the attention of researchers, particularly researchers who are applied linguists. Starting with a definition of EMI and with the challenges that any working definition poses in the many contexts in which EMI is said to be…
Descriptors: English (Second Language), Second Language Learning, Language of Instruction, Course Content
Macaro, Ernesto – Language Learning Journal, 2017
This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2…
Descriptors: Vocabulary Development, Second Language Instruction, Second Language Learning, Learning Strategies
Lo, Yuen Yi; Macaro, Ernesto – International Journal of Bilingual Education and Bilingualism, 2012
Teacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed…
Descriptors: Secondary School Students, Interaction, Foreign Countries, English (Second Language)
