Language choices in the intercultural classroom: considering possibilities for communication and learning

ABSTRACT Intercultural language learning gives a place to the use of both the target language and the learners' first and/or other language(s). There is a need to develop a balance, however, as each language contributes differently to learning. The purpose of thinking about language use in the classroom is to develop an informed approach to using as much of the learners' language repertoire as is needed to enhance learning. The balance in the use of each language will differ according to the features of individual classrooms, but the use of each language is not random, relating rather to issues such as learning focus, modes of communication, degree of creativity, and participants. Both languages can be used in combination to achieve a range of communicative aims. KEY WORDS Intercultural language learning, choice of languages, role of first language in language learning. WHY IS THERE AN ISSUE? The choice of which languages to use in language classrooms for communication and for learning is a controversial issue. Communicative language teaching (CLT) has typically argued for language classrooms to be monolingual target language environments on the basis that language learning is directly determined by the amount of target language input (Carroll, 1975; Chambers, 1991; Krashen, 1987). However, this monolingual view has been questioned by research in a range of language-learning contexts, with researchers identifying a useful role for the learners' first language in learning additional languages (e.g. Anton& DeCamilla, 1998; Behan & Turnbull, I997; Brooks & Donato, 1994; Carless, 2007; Cook, 2001; Macaro, 2005; Rodriguez Juarez & Oxbrow, 2008; Swain & Lapkin, 2000). These studies have shown a range of positive functions for the first language of learners in second language learning. Behan and Turnbull (1997), for example, argue that in bilingual immersion programs '[first language] use can both support and enhance [second language] development, functioning simultaneously as an effective tool for dealing with cognitively demanding content' (p. 41). Swain and Lapkin (2000) have shown that the first language is not simply important for cognition but 'also for developing and maintaining social relationships, i.e. the first language is important for promoting learning and for developing a learning culture. Other studies show that use of the first language enhances second language acquisition by focusing on the particular functions that learners use their first language to perform (Anton& DeCamilla, 1998; Brooks & Donato, 1994; Rodriguez Juarez & Oxbrow, 2008). These studies all show that first language use can be purposeful and enhance learning opportunities. Rodriguez Juarez & Oxbrow (2008), however, also argue that use of the first language needs to be judicious and oriented towards pedagogical goals. Macaro (2005) argues that the ideal proportion of first to second language use is not something that can be fixed, but rather depends on the needs of individual learners. He argues that the amount of first language use needed will diminish as learners' language proficiency increases and they are more able to use their second language for cognitively demanding activities. Collectively, these studies show that the use of the learners' first language promotes certain types of learning that are important for language acquisition, but more importantly, such learning can be limited (or even prevented) if classrooms are too rigidly monolingual target language environments. Language teaching has in fact always involved the use of both the target language and the language of the learners, but different approaches to language teaching have viewed the use of these languages in different ways. Many versions of CLT (the teaching method that has informed most contemporary language teaching) have emphasised the need to use only the target language (Cook, 2001). …