Education Publications
Document Type
Article
Publication Date
2016
Journal
Canadian Modern Language Review/Revue canadienne des langues vivantes
Volume
72
Issue
4
First Page
389
Last Page
404
URL with Digital Object Identifier
https://doi.org/10.3138/cmlr.72.4.389
Abstract
In an article published in this journal 15 years ago, Vivian Cook argued that it was time to question the time-honoured view that the native language (NL) should be avoided in the classroom by teachers and students. The justifications for this perspective hinged on a questionable compartmentalization of the two languages in the mind. The conventional wisdom has been that the NL has no place in the second language (SL) or foreign language (FL) classroom and that teachers should focus on getting students to think and interact exclusively in the target language (TL). In Linguistic Imperialism, Phillipson debunks five fallacies that are foundational in the field of applied linguistics, among them, the monolingual fallacy or the idea that a second or foreign language is best taught monolingually. Questioning monolingual pedagogies is at the heart of the investigations assembled in this Special Issue.
Citation of this paper:
Taylor, S. K., & Cutler, C. (2016). Special issue of the Canadian Modern Language Review/Revue canadienne des langues vivantes, 72(4), 389-404: "Showcasing the translingual SL/FL classroom: strategies, practices, and beliefs”. (Toronto: University of Toronto Press). [Bilingual journal].
