" (Collier, 1995) Academic work through the progression of each grade brings expansion to the vocabulary, sociolinguistic, and discourse dimensions to the language higher cognition. Academic knowledge and development "transfer from the first language to the second language" (Collier, 1994) making it more efficient that academic work is developed through the first language of the student with teaching of the second language occurring during other times of the school day

first language (L1) in the second language EFL classroom (L2). The study provides a brief historical background of the use of native or target language for a classroom teaching. The literatures are also reviewed to enhance to a greater understanding on the Contrastive Analysis Hypothesis. Theoretical arguments are provided to support or against the use of monolingual or bilingual approach in a teaching environment. While some scholars believe that

This can be seen with regard to the issue of codeswitching in bilingual children. As Scheu (1999) states, the effects of culture and context are extremely important in bilingualism. This refers to language choice as well as observed linguistic phenomena such as codeswitching. Codeswitching refers to when "…bilinguals code-switch or mix their languages during communication" (Heredia and Brown). Scheu ( 1999) finds "…codeswitching as a significant feature of bilinguals' speech

First, Spanish sounds different from English in terms of vowel sounds, sentence stress, and timing. (Shoebottom, 2007, Spanish). In addition, Spanish speakers can confront grammar problems when learning English, "although Spanish is a much more heavily inflected language than English, there are many aspects of verb grammar that are similar. The major problem for the Spanish learner is that there is no one-to-one correspondence in the use of the

Childhood Second Language Learning and Subtractive Bilingualism During the past five decades, the phenomenon of understanding how language is acquired has intrigued historians, theorists and scholars alike. Although language learning can occur at many different stages in one's lifetime, the vast bulk of the research has focused on children who grow up learning one language in the home (L1), while simultaneously learning the second language (L2), usually as a result of

English for academic purposes approach focuses on the reader, too, not as a specific individual but as the representative of a discourse community, for example, a specific discipline or academia in general. The reader is an initiated expert who represents a faculty audience. This reader, particularly omniscient and all-powerful, is likely to be an abstract representation, a generalized construct, one reified from an examination of academic assignments and texts