L1 as a Tool for Dialogic Discourse in an ESL Classroom during Pre-Writing Stage
DOI:
https://doi.org/10.32871/rmrj2412.01.09Keywords:
dialogic discourse, first language (L1), second language learning, collaborative writing, critical language pedagogyAbstract
This descriptive-qualitative study investigated L1 functions in the pre-writing stage in the L2 context. It explored how L1 in the pre-writing stage built dialogic engagement as a form of empowerment necessary to engage in L2 writing. Grade 8 students conducted community interviews to gather local and national issues needed to elicit small group pre-writing discussions. Guided by the sociocultural theory of learning by Vygotsky and the dialogic model of Alexander (2010), results revealed that the speakers' L1 has significant roles in L2 writing. These identified classroom L1-supported discourses further build dialogic engagement among the participants, showing their empowered roles through problem-posing, referencing, reflecting, and problem-solving. Such L1-dialogic engagement further allows learners to penetrate social realities, which helps them to build critical awareness of their society. Data open implications for teaching English, specifically promoting critical language pedagogy in second language learning.
References
Ahmadian, M., Pouromid, S., & Nickkhah, M. (2016). Improving the quality of second language writing by first language use. Theory and Practice in Language Studies, 6(4), 767. https://doi.org/10.17507/tpls.0604.14
Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561–598. https://doi.org/10.1080/02671522.2018.1481140
Alexander, R. J. (2006). Education as dialogue : Moral and pedagogical choices for a runaway world. Dialogos.
Alexander, R. (2010). Dialogic teaching essentials. Masaryk University. https://is.muni.cz/el/ped/podzim2017/OVp125/um/Alexander_Dialogic_Teaching_Essentials.pdf
Antón, M., & Dicamilla, F. J. (1999). Socio‐Cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233–247. https://doi.org/10.1111/0026-7902.00018
Beare, S. (2000). Differences in content generating and planning processes of adult L1 and L2 proficient writers. [Doctoral dissertation, University of Ottawa]. uO Research. https://doi.org/10.20381/ruor-7348
Cook, V. (2001). Using the first language in the classroom. Canadian modern language review, 57(3), 402-423. http://dx.doi.org/10.3138/cmlr.57.3.402
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
Cummins, J. (2001). Negotiating identities : Education for empowerment in a diverse society (2nd ed.). California Association for Bilingual Education.
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. https://doi.org/10.1016/j.jslw.2011.12.002
Darder, A. (2018). The student guide to Freire’s “pedagogy of the oppressed.” Bloomsbury Academic.
De Catalina, J., & De Catalina, E. (2022). The Yapian classification of the vocabulary of the Austronesian Visayan-Cebuano language. Recoletos Multidisciplinary Research Journal, 10(1), 159–174. https://doi.org/10.32871/rmrj2210.01.12
Ellis, N. (1994). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 211–282). Academic Press.
Fox, T. (2001). Race and collective resistance. In A. Greenbaum (Ed.), Insurrections Approaches to Resistance in Composition Studies. SUNY Press.
Freire, P. (1985). The politics of education. Culture, power, and liberation (1st ed.). Bergin & Garvey Publishers.
Garcia, O. (2008). Bilingual education in the 21st century: A global perspective. John Wiley.
Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76, 178–189. https://doi.org/10.1016/j.ijer.2015.02.009
Gupta, A., & Lee, G.-L. (2015). Dialogic teaching approach with english language learners to enhance oral language skills in the content areas. International Journal of Language and Linguistics, 2(5), 10–17. http://digitalcommons.odu.edu/teachinglearning_fac_pubs/19
Harvard GSD. (2012, February 29). The Architecture of Cooperation - Richard Sennett. [Video]. YouTube. https://www.youtube.com/watch?v=tcXE4NEgLn8
Hunt, N. D. (2012). Managing method: A critical inquiry into language policy in a tertiary institution in the United Arab Emirates. RELC Journal, 43(3), 295–311. https://doi.org/10.1177/0033688212463295
Huong, H. T. T. (2009). A mother tongue-based preschool programme for ethnic minority children in Gia Lai, Vietnam. In K. Kosonen & C. Young (Eds.), Mother Tongue as Bridge Language of instruction: Policies and Experiences in Southeast Asia. The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat.
Kieu, K. A. H. (2010). Use of Vietnamese in english language teaching in Vietnam: Attitudes of Vietnamese University teachers. English Language Teaching, 3(2). https://doi.org/10.5539/elt.v3n2p119
Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768
Kosonen, K., & Young, C. (Eds.). (2009). Mother tongue as bridge language of instruction. The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat.
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22(4), 545–552. https://doi.org/10.1177/0956797611402512
Lacey, A., & Luff, D. (2009). Qualitative data analysis. Trent Focus Group.
Lai, M.-L. (1996). A reality shock: Teaching English through English or Chinese? Education Journal, 24(2), 173-191. https://repository.eduhk.hk/en/publications/a-reality-shock-teaching-english-through-english-or-chinese-5
Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition. Routledge.
Le Ha, P., Ha, V. H., & Dat, B. (2014). Language policies in modern-day Vietnam: Changes, challenges and complexities. In P. Sercombe & R. Tupas (Eds.), Language, Education and nation-building: Assimilation and Shift in southeast. (pp. 232–244). Palgrave Macmillan. https://doi.org/10.1057/9781137455536_12
Lier, L. V. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46–65. https://doi.org/10.2167/illt42.0
McDonough, K., & Neumann, H. (2014). Using prewriting tasks in L2 writing classes: Insights from three experiments. TESL Canada Journal, 31(8). https://doi.org/10.18806/tesl.v31i0.1190
Medilo, C. G., Jr. (2016). The experience of mother tongue-based multilingual education teachers in Southern Leyte, Philippines. International Forum Journal, 19(2), 64–79. https://journals.aiias.edu/info/article/view/98
Miles, R. (2004). Evaluating the use of L1 in the English language classroom [Doctoral dissertation, University of Birmingham]. https://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/matefltesldissertations/milesdiss.pdf
Moser, A., & Korstjens, I. (2017). Series: Practical guidance to qualitative research. part 1: Introduction. European Journal of General Practice, 23(1), 271–273. https://doi.org/10.1080/13814788.2017.1375093
Murphy, P. K., Firetto, C. M., Wei, L., Li, M., & Croninger, R. M. V. (2016). What really works: Optimizing classroom discussions to promote comprehension and critical-analytic thinking. Policy Insights from the Behavioral and Brain Sciences, 3(1), 27–35. https://doi.org/10.1177/2372732215624215
Nolasco, R. Ma. (2008). The prospects of multilingual education and literacy in the Philippines. Southeast Asian Ministers of Education Organization.
Olson, M., Seikkula, J., & Ziedonis, D. (2014). The key elements of dialogic practice in open dialogue: Fidelity criteria. The University of Massachusetts Medical School, 8. https://www.umassmed.edu/globalassets/psychiatry/open-dialogue/fidelityfinalaugust2014.pdf
Paez, D. B. I. (2018). Using Filipino in the English classroom: Teaching with resistance and relevance. In I. P. Martin (Ed.), Reconceptualizing English Education in a Multilingual Society: English in the Philippines (pp. 119–135). Springer. https://doi.org/10.1007/978-981-10-7528-5_8
Qi, D. (1998). An inquiry into language-switching in second language composing processes. Canadian Modern Language Review, 54(3), 413-435. https://doi.org/10.3138/cmlr.54.3.413
Salayo, J. D. (2023). Researching virtually: Toward a critical and sustainable writing pedagogy. In J. Keengwe (Ed.), Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning (pp. 275–292). IGI Global. https://doi.org/10.4018/978-1-6684-9072-3.ch014
Salayo, J. D., & Geronimo, J. V. (2024). Filipino language teacher activism from in-the-classroom critical pedagogy to out-of-the classroom creative resistance. In N. Ward (Ed.), Activism in Language Teaching and Language Teacher Education. Bloomsbury Publishing.
Salayo, J. D., & Gutierrez, M. R. M. (2023). Teacher identity and language ideology via critical pedagogy. In J. Chitiyo & Z. Pietrantoni (Eds.), Social Justice and Culturally-Affirming Education in K-12 Settings. IGI Global.
Sennett, R. (2012). Together the rituals, pleasures and politics of cooperation. Yale University Press.
Sespene, Ma. N. A., Oyangoren, H. R., Narnola, R. M. A., & Picardal, M. T. (2021). Macro and micro context factors in English language learning in modular distance learning. Recoletos Multidisciplinary Research Journal, 9(2), 35–52. https://doi.org/10.32871/rmrj2109.02.02
Shirkhani, F., Nesari, A. J., & Feilinezhad, N. (2015). Bakhtinian dialogic concept in language learning process. Procedia - Social and Behavioral Sciences, 205, 510–515. https://doi.org/10.1016/j.sbspro.2015.09.060
Tadayon, F., & Khodi, A. (2016). Empowerment of Refugees by Language: Can ESL Learners Affect the Target Culture? TESL Canada Journal, 129–137. https://doi.org/10.18806/tesl.v33i0.1250
Tupas, R., & Lorente, B. P. (2014). A “new” politics of language in the Philippines: Bilingual education and the new challenge of the mother tongues. In P. Sercombe & R. F. Tupas (Eds.), Language, Education and nation-building: Assimilation and Shift in Southeast Asia (pp. 165–180). Palgrave Macmillan.
Van Weijen, D., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235–250. https://doi.org/10.1016/j.jslw.2009.06.003
Wa-Mbaleka, S. (2014). English teachers’ perceptions of the mother tongue-based education policy in the Philippines. European Journal of Research and Reflection in Educational Sciences, 2(4).
Wang, Z. (2017). A sociocultural perspective on the role of L1 in L2 learning. In Proceedings of the 2017 International Conference on Education and E-Learning (ICEEL ’17), 77–80. https://doi.org/10.1145/3160908.3160925
Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87(2), 129-149. https://doi.org/10.1016/s0010-0277(02)00232-9
Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11(1), 7–28. https://doi.org/10.1016/s1060-3743(01)00051-0
Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11–27. https://www.ajol.info/index.php/ejesc/article/view/88368
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 University of San Jose-Recoletos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of the Journal belongs to the University of San Jose-Recoletos
