This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language (EAL) learners taught by EAL teachers. In the second context EAL and Englis...

In recent years the Critical Period Hypothesis of language acquisition has come under close scrutiny. The premise that native-like language proficiency can only be attained if the language is learned early in life seems difficult to maintain, as neuroimaging data have revealed a greater plasticity of the human brain to master new languages than has previously been assumed. The field of non-path...

Previous studies on bilingualism have focused on the more salient effects of the first language (L1) on the second language (L2). This study looks at the effects of the L2 on the L1 by comparing two language dominance groups in their production of non-referential verb phrases. Data from the two language dominance groups are compared, yielding an examination of the kinds of transfer effects that...

We used functional magnetic resonance adaptation (fMRA) to examine whether intra-voxel functional specificity may be present for first (L1)- and second (L2)-language processing. We examined within- and across-language adaptation for spoken words in English-French bilinguals who had acquired their L2 after the age of 4 years. Subjects listened to words presented binaurally through earphones. In ...

Second-language (L2) speech is consistently slower than first-language (L1) speech, and L1 speaking rate varies within- and across-talkers depending on many individual, situational, linguistic, and sociolinguistic factors. It is asked whether speaking rate is also determined by a language-independent talker-specific trait such that, across a group of bilinguals, L1 speaking rate significantly p...

The use of L1 in language classroom has been traditionally repressed by applied linguists. However, in recent years, it is believed that switching to L1 can be considered a pedagogical instrument by teachers rather than a heterodox. Consequently, this two-phase study was an attempt to investigate the functions that are fulfilled by EFL teachers through their use of L1. In the first phase (i.e.,...

The Initiation-Response-Feedback (IRF) cycle (teachers’ initiation, students’ response and teachers’ feedback) has been a key focus in studies of second language classroom interaction and participation. This paper aims to examine the influence of the first language (L1) in the Initiation-Response-Feedback (IRF) cycle commonly appearing in teacher-fronted classroom interaction. Previous studies ...

ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes...

the use of l1 in language classroom has been traditionally repressed by applied linguists. however, in recent years, it is believed that switching to l1 can be considered a pedagogical instrument by teachers rather than a heterodox. consequently, this two-phase study was an attempt to investigate the functions that are fulfilled by efl teachers through their use of l1. in the first phase (i.e.,...