Role of L1 in ISLA: A Principled Approach in Belgium's Beginner Classrooms

Abstract

This mixed-methods study investigates the role of the first language (L1) in facilitating second language acquisition (L2) among beginner learners in Belgium's unique multilingual environment. The research aims to bridge existing gaps in the literature on Instructed Second Language Acquisition (ISLA) by focusing on beginner learners and assessing both cognitive and sociocultural implications of L1 use. A total of 300 students, aged 7-12, and 20 teachers participated in the study, employing questionnaires, standardized tests, classroom observations, and interviews as data collection methods. Results indicate a generally positive yet varied attitude toward the use of L1 in language learning, both among students and teachers. The findings contribute nuanced insights to the ongoing academic discourse on ISLA, specifically challenging polarized viewpoints. The study also aims to offer actionable guidelines for educators and policymakers in language instruction, particularly in linguistically diverse settings like Belgium.