"Crutching" in dual-lg programs

[Aurolyn Luykx]

This may be a little off topic, but since Miriam
(indirectly) brought it up...
I'm often frustrated at hearing elementary teachers of
ELL's remark that they try to avoid their students
using the L1 "as a crutch." On such occasions, I try
to remind them of what the function of a (real) crutch
actually is -- to suppport the weak leg (i..e., the
L2) as it grows stronger!
Aurolyn

--- Miriam E Ebsworth <mee1 at nyu.edu> wrote:

>
>
> Dear RA,
>
> I can appreciate your concerns.
> It's certainly true that contact between language
> communities often results in code switching/mixing.
> And extensive contact can lead to borrowing, as you
> have noted. But just as non-natives benefit from
> speaking L2 to each other- usually without learning
> each others' errors- non-natives will benefit from
> native input both from teachers in the classroom and
> from native peers.  In such situations, it's even
> more unlikely that natives will learn non-native
> errors. And good programs will provide lots of
> native models and input, in and out of the
> classroom.
>
> Most code switching is done by individuals who have
> a shared good command of 2 languages, but know they
> are participating in a speech event in which both
> languages are understood by fellow interlocutors.
> Crutching- or using the alternate language due to
> lack of competence- does happen, but is not the main
> reason for switching. Solidarity, humor, capturing
> just the right nuance- are more frequent functions
> of switches.
>
> And allocating substantial dedicated time to each
> language is an important part of any good bilingual
> program.
> Not every dual language program does this in the
> same way. Some start off with the 2 language groups
> sharing only a small number of classes while they
> acquire the building blocks of the alternate
> language. Others have everybody together all the
> time from the start. And there are intermediate
> positions.
>
> You also touch on the issue of discourse domains. I
> can think of Chinese English speakers who know the
> language of technology in English a lot better than
> I do- in any language. So I would guess that each
> program needs to ascertain what kinds of discourse
> and topics of discourse will be needed by the
> learners in each language.  And of course, in any
> bilingual program issues of language supremacy come
> into play.
>
> It's great to have this forum so that we can explore
> ideas, research and terminology.
>
> Best,
> Miriam
>
>
>
>
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>



		
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