L1 peer support in L2 learning - A linguistic perspective

L1 peer support in L2 learning

  Attitudes toward first language (L1) influence in second language (L2) learning have long been negative in South Korea. This anti-L1 attitude has brought a strong antipathy toward L1 peers in L2 learning environments. Even in English-speaking countries, most Korean parents try their best to put their children in an environment with few or no Korean speakers. In most cases, however, popular beliefs are not founded on the evidence from academic research (Park, 2007a, 2007b). Both second language acquisition (SLA) and bilingual research provide solid evidence in favor of L1 peer support in L2 learning. Different from the popular beliefs, more positive effects of L1 use in L2 learning have been reported in research studies. From a long-term bilingual perspective, the present study of L1 peer roles delves into the meaning of having L1 peers in an L2 environment. This study reveals that having L1 peers in an L2 environment, especially in case of young Korean early study-abroad children in an English-speaking country, is beneficial in L2 development. First language peers can be a source of English input and support for learning in and out of school. In short, having L1 peers is beneficial in L2 learning environments.