Relevant bibliographies by topics / L1 (First Language)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'L1 (First Language)'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "L1 (First Language)"

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Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, an
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Littlewood, William, and Baohua Yu. "First language and target language in the foreign language classroom." Language Teaching 44, no. 1 (2009): 64–77. http://dx.doi.org/10.1017/s0261444809990310.

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For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learni
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Sabourin, Laura, and Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, no. 3 (2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.

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In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the v
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Datta, Hia. "First-Language Attrition in Bengali-English–Speaking Individuals." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 1 (2012): 21–28. http://dx.doi.org/10.1044/cds19.1.21.

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Multilingual immigrants who live in an environment that does not support their first language (L1) can experience changes in their L1. Such changes, over long periods of time, can lead to attrition in L1. Existing studies examining L1 attrition have been focused on European languages and immigrants between the European and American continents. A group of researchers at the Graduate Center of the City University of New York (CUNY) sought to understand L1 attrition in South Asian immigrants with L1s that are very different in structure from English. In this study, we examined the relationship be
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Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.

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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants
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Septa Aryanika. "The Influence of First Language on Second Language Pronunciation." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 3, no. 1 (2024): 31–47. https://doi.org/10.61132/fonologi.v3i1.1315.

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Pronunciation in a second language (L2) is often influenced by the first language (L1), which can hinder intelligibility. Indonesian speakers struggle with certain English sounds, such as /θ/ and /ð/, due to their absence in the L1 phonetic system. To identify the influence of L1 on L2 pronunciation in the context of English language learning in Indonesia and propose strategies to reduce negative transfer effects. This qualitative study used a case study approach, involving 9 students from an English club at XYZ School. A pronunciation test was conducted to measure phonetic transfer between L1
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Cañizares-Álvarez, Carl, and Virginia C. Mueller Gathercole. "The influence of first language polysemy and first language and second language lexical frequencies on second language learners’ use of false cognates." International Journal of Bilingualism 24, no. 3 (2019): 530–41. http://dx.doi.org/10.1177/1367006918814380.

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Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish wor
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Bylund, Emanuel, Niclas Abrahamsson, and Kenneth Hyltenstam. "DOES FIRST LANGUAGE MAINTENANCE HAMPER NATIVELIKENESS IN A SECOND LANGUAGE?" Studies in Second Language Acquisition 34, no. 2 (2012): 215–41. http://dx.doi.org/10.1017/s0272263112000034.

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Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish–L2 Swedish bilinguals. Language proficiency was assessed
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Elston-Güttler, Kerrie E., and John N. Williams. "First language polysemy affects second language meaning interpretation: evidence for activation of first language concepts during second language reading." Second Language Research 24, no. 2 (2008): 167–87. http://dx.doi.org/10.1177/0267658307086300.

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The present study investigates the influence of first language (L1) lexicalization patterns on the processing of second language (L2) words in sentential contexts by advanced German learners of English. The focus was on cases where a polysemous word in the L1 is realized by independent words in the L2, e.g. German Blase realized by English bubble and blister. An anomaly detection task was used in which participants had to indicate whether a target word formed an acceptable completion to a sentence. The critical condition was where the other sense ( blister) of the translation equivalent Blase
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Dr. Shabir Parmar. "The First Language vs. the Foreign Language: A Study." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 3, no. 1 (2021): 123–31. http://dx.doi.org/10.58213/ell.v3i1.36.

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Putting pen to paper when you don't speak the language is a challenge. When writing in a foreign language, Esther Odilia Breuer employs a boxing analogy to depict the challenging task of balancing cognitive processes and avoiding the "punches" of the first language (L1) to the foreign language (L2), which requires the writer's training, flexibility, and endurance (FL). The fight between the L1 and FL for supremacy is a major topic of Breuer's PhD dissertation, which Peter Lag has recently published as a book in the Text production and Medium series (Eds. Eva-Maria Jakobs and Dagmar Knorr). "wh
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Dissertations / Theses on the topic "L1 (First Language)"

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Omran, Samer Abdulaziz. "Investigating the role of the first language (L1) in second language (L2) coursebooks." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576657.

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This research investigates the role of the first language (L 1) in second language (L2) self- study coursebooks. It starts by highlighting the lack of this research into this topic in the general study of SLA. For this purpose it reminds the reader with the areas where Ll has been referred to in the general study of SLA to be distinguished from this current research. To identify the role of the Ll, it asks if there are consistent patterns of Ll function in L2 coursebooks and if it is possible to categorise and validate them, and then it asks if people involved in L2 teaching are aware of these
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Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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Chong, Jae Im. "FIRST LANGUAGE ATTRITION IN KOREAN-ENGLISH BILINGUAL TEENAGERS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/646.

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This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings
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Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language c
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Brien, Christie. "Neurophysiological Evidence of a Second Language Influencing Lexical Ambiguity Resolution in the First Language." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26223.

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The main objective of this dissertation is to investigate the effects of acquiring a second language (L2) at later periods of language development and native-like homonym processing in the first language (L1) from the perspective of Event-Related brain Potentials (ERP) using a cross-modal lexical decision task. To date, there is a lack of neurophysiological investigations into the effect that acquiring an L2 can have on processing strategies in the L1, and whether or not there is a precise age at which L2 exposure no longer affects native-like language processing. As such, my goal is to pinpoi
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Neokleous, Theoni. "The L1 acquisition of clitic placement in Cypriot Greek." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/247208.

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This thesis investigates the first language acquisition (L1A) of pronominal object clitics in Cypriot Greek (CG) by typically developing (TD) children, focusing on an exceptional form of non–adult–like clitic placement attested in early data. The aim of the present study is twofold. On the one hand, it aims to sketch the developmental stages in the course of L1A of CG in relation to other clitic languages. On the other, it investigates whether and to what extent syntactic (Agouraki 2001, Terzi 1999a, 1999b), prosodic (Condoravdi and Kiparsky 2001) and interface approaches (Mavrogiorgos 2012, R
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Nguyen-Hoan, Minh Psychology Faculty of Science UNSW. "The impact of a subordinate first language on second language processing in adult bilinguals." Publisher:University of New South Wales. Psychology, 2008. http://handle.unsw.edu.au/1959.4/41256.

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The present body of research examined adult bilinguals who acquired a second language (L2) from an early age and who subsequently developed language dominance in that language. The question investigated is whether such "early L2-dominant bilinguals" attain a native level of proficiency in their second language. This possibility was explored by comparing bilinguals who had Cantonese L1 (logographic, morphosyllabic), Vietnamese L1 (alphabetic, morphosyllabic) or some "Other" L1 (alphabetic, non-morphosyllabic) to English monolinguals on various tasks in English (L2). The ability to process spoke
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Schoofs, Petra. "The mutual influence of the first and second languages in German and English L1 speakers in second language environments." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/1883.

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The overall research question was whether the L2 in a multicompetent dynamic language system would become faster and more readily accessible to the speaker than his/her L1 after the speaker had lived in L2 environments for a number of years. The participants consisted of two test groups (German L1 speakers in the UK, and English L1 speakers in German speaking Switzerland) and three control groups (monolingual German speakers in Germany with no English, monolingual Swiss German speakers in Switzerland with no English1, and monolingual English speakers in the UK with neither Swiss German nor Sta
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Adcock, Louisa. "First language education provisions in a second language environment : the effects of learning L1 English as an L2 in Catalonia, Spain." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67950/.

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In Catalonia, Spain, native English-speaking children attending state schools are not provided with native language classes, and consequently continue to develop their native language in English as a Foreign Language (EFL) classes. This poses the question: how is a child’s first language (L1) affected if taught as a second language (L2)? This research examines the effects of language provision on the acquisition of the L1, with a hypothesis that one of the key factors in this process could be the teaching of L1 as an L2. To examine the effects of the variability in L1 teaching provisions, this
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Grabitzky, Vera Katharina. "Vulnerable language areas in attriting L1 German : testing the interface hypothesis and structural overlap hypothesis." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1328.

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Linguists studying language acquisition often assume that once a first language is fully acquired, its mental linguistic representation remains constant and stable. Observations of native language attrition due to the influence of a dominant second language have led researchers to rethink the nature of the first language and consider the possibility that the mental representation of our first language may not be completely stable. The purpose of this dissertation is to investigate specific areas of the first language that may be particularly vulnerable to L1 attrition if exposed to a dominant
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Books on the topic "L1 (First Language)"

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Staff, Houghton Mifflin Company. Houghton Mifflin Science California: Ind Bk 6pk L1 C6 on Level My First Snow. Houghton Mifflin Harcourt Publishing Company, 2006.

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Wiltshire, Caroline R. Emergence of the Unmarked in Indian Englishes with Different Substrates. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.007.

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This study uses data from Indian English as a second language, spoken by speakers of five first languages, to illustrate and evaluate the role of the emergence of the unmarked (TETU) in phonological theory. The analysis focusses on word-final consonant devoicing and cluster reduction, for which the five Indian first languages have various constraints, while Indian English is relatively unrestricted. Variation in L2 Indian Englishes results from both transfer of L1 phonotactics and the emergence of the unmarked, accounted for within Optimality Theory. The use of a learning algorithm also allows
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Book chapters on the topic "L1 (First Language)"

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Atiles, Amy. "Chapter 8. Offline L2-English relative clause attachment preferences." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.08ati.

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This paper adds to the debate on second language (L2) relative clause (RC) attachment preferences by investigating offline L2-English preferences by first-language (L1) speakers of Japanese, which has strong head-finality and free word order (Ito et al., 2021; Kamide & Mitchell, 1998; Yamada et al., 2017). A forced-choice task tested L1-English and L1-Japanese/L2-English speakers with RCs that were pragmatically disambiguated to bias high or low attachment or had neutral bias. The L2 group’s high-attachment preference across all conditions compared to L1-English speakers was statistically
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Limberg, Holger. "On teachers’ use of the L1 in primary English classrooms in Germany." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.04lim.

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Abstract This study deals with how teachers make use of their L1 in primary English classrooms in Germany. The database for the analysis consists of 24 lesson transcripts from grades 3 and 4 which were taken from the Primary English Classroom Corpus (PECC) (Limberg, 2019). The analysis first focuses on the frequency of teachers’ L1 use in the data corpus and then takes a qualitative, CA-oriented perspective on four selected cases to describe the organisation of codeswitching and the consequences which the L1 use potentially has for the ongoing interaction with the learners. Conclusions are dra
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Brown-Bousfield, Megan M., and Charles B. Chang. "Regressive cross-linguistic influence in multilingual speech rhythm." In Studies in Bilingualism. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.65.03bro.

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While previous work on has found evidence of progressive of a first or second language (L1, L2) on a third language (L3), regressive cross-linguistic influence (rCLI) in rhythm remains understudied. In the current study, we tested the roles of and of language similarity in shaping rCLI from as L3 to and as L1/L2. In a picture narration task, adult sequential (L1 English-L2 German-L3 Spanish, L1 German-L2 English-L3 Spanish) and sequential bilingual controls (L1 English-L2 German, L1 German-L2 English) produced semi-spontaneous in each of their languages, which was analyzed in terms of the rhyt
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Edele, Aileen, Julian Seuring, Kristin Schotte, Cornelia Kristen, and Petra Stanat. "Is the First Language a Resource, an Obstacle, or Irrelevant for Language Minority Students’ Education?" In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_16.

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AbstractSuccessful integration into the education system is of major importance for the future prospects of immigrants and their children as well as for the social cohesion and viability of the receiving societies. Language is generally viewed as an important aspect of this integration. Whereas there is widespread agreement that the language of the residence country (L2) is crucial for students’ educational success, the relevance of the language of the country of origin (L1) is disputed. Adopting an interdisciplinary perspective and drawing on NEPS data, this contribution focuses on the role o
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Miura, Atsushi. "Chapter 9. Sensitivity to silently structured interveners." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.09miu.

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One of the central issues in generative approaches to second language acquisition is whether second language (L2) learners can use syntactic manipulation in the L2, as they do in the first language (L1). To explore this issue, this study investigates sensitivity to intervention effects in sluicing structures, specifically, the asymmetry between object and subject extraction. The results of a picture-sentence judgment task indicate that L1-Japanese/L2-English learners with relatively low proficiency exhibit sensitivity to the intervention effect, showing greater difficulty in the case of object
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Schüpbach, Doris, John Hajek, Heinz L. Kretzenbacher, and Catrin Norrby. "Chapter 10. Nominal address and introductions in three national varieties of German." In It's different with you. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/tar.5.10sch.

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Using a large-scale survey, we explore reported nominal address and introduction routines in first encounters at international academic conferences. Our focus is on variation in such routines among respondents originating in Germany, Austria and Switzerland in their first language (L1) German and in English (L2 English, their second or further language). In L1 German, introduction by first name and last name tends to be the unmarked choice, with some national variation present. Similar national variation exists in L2 English, albeit to a lesser extent, showing some pragmatic transfer from the
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Fang, Shaohua. "Chapter 7. Structural change and ambiguity resolution in L2 learners of English." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.07fan.

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This study investigated the influence of structural changes for verbs in second language (L2) ambiguity resolution. Two types of verbs were examined: those taking a noun phrase (NP) or no complements (Z) (e.g., to type, NP/Z verbs), and those taking either an (NP) or a sentence (S) (e.g., to understand, NP/S verbs). A self-paced reading experiment found that Chinese-speaking learners of English, like first-language (L1) English speakers, took longer to process disambiguating regions in ambiguous sentences compared to corresponding regions in unambiguous sentences. Moreover, NP/Z verbs posed gr
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Murphy, Victoria A., and Karen J. Pine. "Chapter 8. L2 Influence on L1 Linguistic Representations." In Effects of the Second Language on the First, edited by Vivian Cook. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596346-010.

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Venagli, Ilaria, and Tanja Kupisch. "Chapter 3. How does dyslexia impact second language acquisition?" In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.03ven.

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This study compares the self-perception of first (L1) and second (L2) language competence and dyslexia awareness in two groups of dyslexic students, one German and one Italian, learning English as a second language. Based on a survey, we investigate the relationship between students’ self-perception of their L1 and L2 competence, and how perceived L1 competence, L2 learning motivation, time of dyslexia diagnosis, and typological similarity between L1 and L2 modulate their perceived L2 competence. The findings indicate that L1 and L2 self-perception are interdependent, and that high motivation
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Laufer, Batia. "Chapter 2. The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression." In Effects of the Second Language on the First, edited by Vivian Cook. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596346-004.

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Conference papers on the topic "L1 (First Language)"

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Haj-Broussard, Michelle. "Looking at the First Language: L1 Development in Various English Learning Contexts." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577346.

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Nelson, Carey, and Carol Johnson. "Exploring potential age, gender, and first language bias when using Google Voice Typing (GVT) for automatic scoring systems in pronunciation placement tests." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19054.

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Dictation technology using automatic speech recognition (ASR), such as Google Voice Typing (GVT), has shown promise in scoring pronunciation placement tests, with strong correlations to human rater scores. However, potential biases in these systems must be investigated to ensure fair and accurate assessments. This quantitative study examined gender, first language (L1), and age biases in GVT-based scoring of a pronunciation placement test. Existing recordings of pronunciation placement tests of 1000 university-level English second language students in Canada were examined. The test takers comp
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult
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Tsela, Vassiliki, Georgia Andreou, Maria Liakou, and Julie Baseki. "Morphological awareness in L1 and L2 reading skills." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0051/000466.

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The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high
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Zhang, Sijia. "First Language Effects on Second Language Perception: Evidence from English Low-vowel Nasal Sequences Perceived by L1 Mandarin Chinese Listeners." In INTERSPEECH 2023. ISCA, 2023. http://dx.doi.org/10.21437/interspeech.2023-1123.

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De Togni, Letizia, and Ana Concepción Ojeda Ruz. "Cognitive Semantics and Emotional Lexicon in L2 Spanish. Analysis of Derived and Parasynthetic Verbs." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20000.

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The study examines how Spanish native speakers (L1) and Italian learners of Spanish as a second language (L2) perceive the emotional intensity and morphological transparency of derived and parasynthetic emotional verbs. Based on cognitive semantics, we analyse whether verb structure influences comprehension and acquisition. Forty participants (20 L1 Spanish speakers, 20 L2 learners) completed two tasks: (I) rating the emotional intensity of verbs and (II) identifying their morphological bases. Regression analyses confirm a correlation between perceived transparency and semantic understanding,
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Ganayim, Deia. "Multilingualism and Handwritten Signature: The Case of Palestinian Arab Higher Education Students Israel." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.8-2.

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I examined the relationship between the vitality of language and identity as reflected in the language that Palestinian Arab students of higher education in Israel sign their handwritten signature. To this, I asked the following questions: Do Palestinian Arabs sign in Arabic, their mother tongue and native first language-L1 but still the language of minority for Palestinian Arabs in Israel? Do Palestinian Arabs sign in Hebrew, their second language-L2 but the language of the dominant majority on Israel and the language of most official documents if not all? Do Palestinian Arabs sign in English
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Bédi, Branislav, Kolbrún Friðriksdóttir, Caitlin L. Richter, and Jón Guðnason. "Designing pedagogically cured interface of the CAPTinI system for practising pronunciation in L2 Icelandic." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19030.

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We are presenting a methodological approach in designing a pedagogically curated user interface of the computer-assisted pronunciation training in Icelandic (CAPTinI)[1] system, an online tool for practising pronunciation in Icelandic as a second or foreign (L2) language. This online tool provides learners with examples of segmental features, e.g., vowels and consonants, in letters of the alphabet, words, phrases, and sentences, that are pre-recorded by first-language (L1) speakers of Icelandic. Learners can listen to these recordings and practise pronunciation by repeating out loud. With the
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Pakeerathy, S. "Exploring the Effectiveness of Sri Lanka’s Language Proficiency Support for Bilingual Education Teachers." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/igyr7969.

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This research investigates the effectiveness of Language Proficiency Support Systems (LPSS) in Bilingual Education (BE) in Sri Lanka. The Bilingual Education Program, initiated in 2001, aims to improve teachers’ cognitive skills and academic language proficiency in English. However, BE faces challenges due to varying levels of language proficiency among teachers. The study aims to identify linguistic challenges for teachers, explore existing support mechanisms, and propose strategies to enhance language proficiency and pedagogical skills. The research targets teachers of BE and teacher educato
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Sila Ahmad, Kham, Jocelyn Armarego, and Fay Sudweeks. "The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3774.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose : To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology : A case study
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Reports on the topic "L1 (First Language)"

1

Huber, Jeanine. The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6905.

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