In which language do/should multilinguals think?

Abstract

Abstract Methods of foreign language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. This paper first explores what it means to think in a target language. Next, those factors which determine both unplanned and planned use of more than one language for thinking are discussed, and empirical data from a mini‐survey are presented. Thirdly, the paper considers the role of target‐language thinking in improving language ability, again drawing on empirical data from the survey. Finally, we will look at mental translation in the reading of intermediate college French, the language of thought in an elementary school Spanish immersion programme, and thought patterns in the production of speech acts by college EFL students. The conclusion reached after reviewing the responses from the mini‐survey and the other empirical studies is that there are definite benefits from making an effort to think through the target language. It is suggested that further research may ultimately produce a set of guidelines for learners as to the advantages and disadvantages of thinking through the native language while performing target language tasks.