Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6302
Title: 
Bilingual dual-coding and code-switching: Implications for the L1 in L2 learning
Authors: 
Issue Date: 
2010
Citation: 
Soh, K. C. (2010). Bilingual dual-coding and code-switching: Implications for the L1 in L2 learning. Journal of Linguistics and Language Teaching, 1(2), 271-296.
Abstract: 
The use of L1 in L2 learning (and teaching) is a controversy of long history which typically appears as a debate between the audio-lingual and the cognitive-code approaches to L2/FL instruction. The Paivio-Desrochers bilingual dual-coding model has spawned a number of empirical studies involving both European and Asian languages largely supporting the latter. This article adopts the Paivio-Desrochers model and re-interprets data collected for a study on bilingual code-switching between English and Chinese among primary school children in Singapore where young children learn two languages concurrently within the school context. High correlations were obtained for scores of monolingual and bilingual tests based on the same content. Implications for the use of L1 in L2 instruction are discussed.
URI: 
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