The Role of L1 and L2 in the Language Acquisition Class- The Example of the American International School of Budapest (AISB)

The debate over the role of a student's first language (L1) and second language (L2) in language acquisition is a long-standing and complex one. Educational institutions and language experts have historically been divided in their opinions on the importance and influence of L1 and L2 in the language learning process. Some schools of thought advocate for the exclusive use of L2 in the classroom, believing that immersion in the target language fosters more effective language acquisition. Others argue that incorporating L1 can provide crucial support, particularly in understanding complex concepts and facilitating comparative linguistic analysis.?

In the clan emphasizing the primacy of L2, we find approaches like the Total Immersion Method, closely associated with Canadian French Immersion Schools. These schools have championed the use of French as the sole medium of instruction in English-speaking areas of Canada, illustrating a commitment to immersive L2 learning. Another notable approach is the Direct Method, popularized by Charles Berlitz and his language schools, which focuses on teaching language without translation, emphasizing direct association between meaning and target language. Similarly, Communicative Language Teaching (CLT) has been widely adopted internationally. It stresses practical use of L2 in real-life communication scenarios. The Natural Approach, developed by Stephen Krashen and Tracy Terrell, also falls into this category, advocating for language acquisition through exposure and meaningful communication in L2. On the other side of the spectrum, several influential models and theorists advocate for the integration of L1 in language learning. Translanguaging views the learner's entire language repertoire as a resource, promoting fluidity between L1 and L2. The traditional Grammar-Translation Method, widely used in European education systems for teaching classical languages, heavily relies on L1 for teaching grammar and vocabulary of L2.?

This article focuses on the approached used at the American International School of Budapest (AISB) and offers a unique perspective on this debate. At AISB, a balance between L1 and L2 is maintained, illustrating a pragmatic approach to language learning in its unique context. Here, our world language program begins in Grade 2, marking the start of a linguistic journey that spans several years and languages. In this initial stage, students are immersed in a rotational language experience, where they are introduced to French, German, and Spanish. This early exposure is designed not only to provide a taste of each language but also to cultivate an appreciation for diverse linguistic and cultural experiences. As they transition into Grade 3, students are given the opportunity to choose the language they wish to continue learning, allowing them to follow a path more aligned with their interests and linguistic affinities.

The program's structure takes a significant turn in Grade 6, where a tailored assessment places each student into one of three distinct levels: Novice, Intermediate, and Advanced. This assessment is a crucial step, ensuring that each learner is positioned in a level that both challenges and suits their current proficiency, thereby maximizing their potential for growth. As students progress through the grades, they do so at their own pace, a pedagogical choice that honors individual learning trajectories and acknowledges the unique rate at which language acquisition occurs. This flexible advancement continues up to the Diploma Programme (DP), where students have the opportunity to further refine and master their chosen language, emerging not only as proficient speakers but also as individuals deeply connected to the linguistic and cultural nuances of the language they have studied.

At AISB, our approach to language acquisition embodies clearly defined teaching methods based on the AERO (American Education Reaches Out) World Language Standards and Benchmarks and promotes growth that takes into consideration the skills and readiness of learners. Central to our pedagogy are the Comprehensible Input (CI) and Teaching Proficiency through Reading and Storytelling (TPRS) methodologies. This article delves into how these methods are used to create a dynamic and effective language learning environment.

Pioneered by Stephen Krashen, CI posits that language acquisition occurs most effectively when learners are exposed to language input slightly above their current level of proficiency (i+"1"). In our classrooms, this means presenting language in a context that is understandable to learners, even if not every word or structure is immediately clear. This approach reduces stress and anxiety, fosters natural language acquisition, and improves long-term retention. TPRS complements CI by engaging students in interactive storytelling. This method integrates new vocabulary in an engaging, narrative context. At AISB, teachers use compelling stories or craft them themselves, often with student participation, creating a lively and interactive learning environment. TPRS aids in contextual learning and enhances listening and speaking skills. Its interactive nature also caters to the development of reading and writing skills through follow-up activities and reading sessions.

"In our language classrooms, a careful balance is maintained between the use of L1 and L2. While the emphasis is on maximizing exposure to L2 through CI and TPRS, L1 is strategically used to clarify complex concepts, ensure understanding, and provide a comparative linguistic framework."

In our language classrooms, a careful balance is maintained between the use of L1 and L2. While the emphasis is on maximizing exposure to L2 through CI and TPRS, L1 is strategically used to clarify complex concepts, ensure understanding, and provide a comparative linguistic framework. This approach ensures that no student is left behind, especially those at the beginner level of language proficiency.

Our curriculum emphasizes the importance of explicit grammar instruction, integrating tailored sessions to elucidate complex language structures, while concurrently offering a diverse array of vocabulary activities. These activities are designed to extend students' proficiency beyond high-frequency vocabulary, which is central to TPRS, ensuring a well-rounded linguistic development. To enhance this approach, teachers at AISB meet regularly in their respective groups to review the grammar, vocabulary, or assessment strategies that are taught and implemented across the curriculum. This collaborative effort allows for the review of the horizontal (across the same grade level) and vertical (across different grade levels) articulation of the curriculum.?

At AISB, our approach to language learning is characterized by a holistic integration of cultural immersion, technology and peer collaboration. We recognize the inseparable link between language and culture, providing students with diverse cultural experiences using multimedia resources, and we are aiming to organize cultural events and promote interactions with native speakers for a rich contextual understanding. This multifaceted approach not only enriches the learning experience but also prepares students to effectively navigate and contribute to an increasingly interconnected world.

Our approach to language learning includes the implementation of clearly defined rubrics for each of the four key skills: listening, reading, speaking, and writing. These rubrics provide a structured framework for evaluating student proficiency in each area, ensuring a comprehensive and balanced assessment of their language capabilities. In addition to these rubrics, teachers utilize a variety of formative assessment methods. These methods are designed to continuously monitor student progress and provide immediate feedback, enabling a more dynamic and responsive teaching approach. This strategy extends beyond traditional testing methods, allowing for a more personalized and adaptive educational experience. The outcomes of these assessments are pivotal in adapting the learning process to cater to individual student needs.?

Building on our adaptive teaching approach, AISB places a strong emphasis on providing continuous feedback and self-reflection opportunities for students. This practice is integral to helping them recognize their own strengths and areas for improvement in language learning. Continuous feedback is facilitated through various means, such as one-on-one discussions, written comments on assignments, and interactive classroom activities. This regular and constructive feedback helps students understand their progress in real-time, allowing them to identify specific areas where they excel and others where further development is needed.

Furthermore, self-reflection is encouraged as a key component of the learning process. Students are guided to engage in reflective practices, such as maintaining learning journals, participating in self-assessment activities, and setting personal learning goals. These activities empower students to take ownership of their learning journey, fostering a deeper understanding of their personal language development. This student-centered approach not only boosts language acquisition but also cultivates critical thinking and self-awareness, skills essential for lifelong learning.

In culmination of our student-centered approach, AISB celebrates the learning journey during student-led conferences, which form a significant part of the reflection process. These conferences are an opportunity for students to showcase their language learning progress to their parents. During these sessions, students present their work, discuss their achievements, and articulate the areas they have improved in, as well as those they aim to develop further. The AISB Celebration of Learning is not just a display of academic progress but also a testament to the students' growing confidence and ability to self-reflect. It allows them to take pride in their accomplishments and fosters a sense of ownership over their educational journey. These conferences encourage open dialogue between students, teachers, and parents, strengthening the collaborative support system essential for effective learning.?

In conclusion, our approach to language acquisition at AISB is dynamic and student-centered, focusing on effective communication and cultural understanding. By integrating CI and TPRS, and supplementing them with a range of teaching strategies, we create a rich and diverse language learning environment. This approach not only enhances language proficiency but also aims to prepare our students to be global citizens, capable of navigating and appreciating the complexities of different languages and cultures.