Here's another article which might be of relevance to the topic, in which I
analysed 4 EFL classrooms, and compare the different ways in which L1 / L2 is
used to do L2 teaching and their different consequences.
Lin, Angel M. Y. (1999). Doing-English-lessons in the reproduction or
transformation of social worlds? TESOL Quarterly, 33(3), pp. 393-412.
Best,
Angel
>===== Original Message From Phil Chappell <phil_chappell@access.inet.co.th>
=====
>This sounds like a really interesting case study, Karin. This morning I
>came across a journal article that might shed some more light on your
>problem. Platt, E and Brooks, F.B. (2002), Task Engagement: A Turning Point
>in Foreign Language Development, Language Learning, 52:2 pp 365-400. Among
>other things, the way that the students constructed the communicative
>strategies required to gain control of the problem-solving task, mediating
>by means of gesture, L1 and other known languages as well as the L2 are
>discussed. They argue that higher mental processes have been activated as
>the students gradually become engaged in the task, particularly volitional
>(effort) and selective attention.
>
>If you can't get hold of it, I can zip you a copy (sshh!)
>
>Phil
Angel Lin, Ph.D.(Toronto)
Associate Professor
Department of English and Communication
City University of Hong Kong
Tat Chee Ave., Kowloon, Hong Kong
Fax: (852) 2788-8894
Phone: (852) 2788-8122
E-mail: enangel@cityu.edu.hk
http://www.cityu.edu.hk/en/staff/angel/angel_p.html
http://www.tesl-hk.org
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