Document Type
Article
Publication Date
Fall 2021
Abstract
Many schools instruct English Learners (ELs) without the use of their first language (L1), especially during the beginning stages, because they believe the presence of ELs’ native language will hinder their second language acquisition. According to recent studies, students’ first language proficiency supports their second language acquisition because languages share some common linguistic components. In this action research, the researcher intends to use L1 translation and contextual learning strategies to support ELs’ vocabulary acquisition in Grades 2 and 3 science, and students will choose which strategy(ies) they prefer to use to study the new words. Students take pre-and post-tests, and assessment results are analyzed to try to identify the effects of L1 translation in relation to other learning strategies.