Katy Arnett
Biographic Data
| ID | 5167603 |
|---|---|
| NAME | Katy Arnett |
| GIVEN NAMES | Katy |
| FAMILY NAME | Arnett |
| SIGNATURE | ARNETT K |
| AFFILIATIONS | St. Mary's College of Maryland |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Krashen, Stephen
Stephen Krashen was born in Chicago, Illinois, in 1941.
Using the First Language and Code Switching in Second Language Classrooms
Questions about the use of learners' first language (L1) in the second/foreign language (SL/FL) classroom have been inspired by the methods of language teaching in favor at a particular time, and the beliefs and experiences of the teachers and the students in the classroom. The way in which the L1 is marked or otherwise positioned in the classroom has evolved, more recently intersecting with the ideas of translanguaging. The majority of research …
Learning More about our Learners
This article compares the motivational orientations and attributes of three different groups of Grade 6 students of French as a second official language (FSOL): Canadian-born English-speaking learners, Canadian-born bilingual learners, and immigrant multilingual allophones. This mixed-methods study used quantitative questionnaire data and qualitative interview data to determine potential differences in the three populations’ willingness to commun…
French second-language teacher candidates’ positions towards Allophone students and implications for inclusion
In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country’s official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position t…
Using the First Language and Code Switching in Second Language Classrooms
The place of learners' first language (L1) in the second and foreign‐language (SL/FL) classroom has evolved along with the methods of language teaching.
Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms
This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discou…
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Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms
This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discou…
Using the First Language and Code Switching in Second Language Classrooms
The place of learners' first language (L1) in the second and foreign‐language (SL/FL) classroom has evolved along with the methods of language teaching.
French second-language teacher candidates’ positions towards Allophone students and implications for inclusion
In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country’s official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position t…
Learning More about our Learners
This article compares the motivational orientations and attributes of three different groups of Grade 6 students of French as a second official language (FSOL): Canadian-born English-speaking learners, Canadian-born bilingual learners, and immigrant multilingual allophones. This mixed-methods study used quantitative questionnaire data and qualitative interview data to determine potential differences in the three populations’ willingness to commun…
Using the First Language and Code Switching in Second Language Classrooms
Questions about the use of learners' first language (L1) in the second/foreign language (SL/FL) classroom have been inspired by the methods of language teaching in favor at a particular time, and the beliefs and experiences of the teachers and the students in the classroom. The way in which the L1 is marked or otherwise positioned in the classroom has evolved, more recently intersecting with the ideas of translanguaging. The majority of research …
Krashen, Stephen
Stephen Krashen was born in Chicago, Illinois, in 1941.
EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (5 works) · Second Language Learning and Teaching (5 works) · Linguistics (4 works) · Code-switching (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Psychology (3 works)