Congnitive Connections: Using Interlanguage in the English Classroom

Abstract

The function and use of a student’s first language as part of the second language acquisition process has been heavily debated over the years.  This author argues that an ELL’s use of interlanguage, which consists of any languages that the learner knows, is not only unavoidable as a cognitive function, but is a valuable tool in promoting language awareness.  By making explicit and conscious cognitive connections between a learner’s first language and target language, the learning process is facilitated by accessing the learner’s prior knowledge, thereby scaffolding the new target language input.  Judicious use of the student’s first language can be helpful in the EFL classroom, and promoting the consciousness in students of how their interlanguage works increases their understanding of language itself.   Use of first language also aids in the creation of a safe and open learning environment wherein target language input may be more easily absorbed. The role of the first language in the target language classroom is multifaceted and its use requires delicate judgment on the part of the teacher and learner; teachers and students should not entirely shun all use of first language, but use their knowledge of prior languages as a bridge to the target language.