The importance of using L1 to benefit L2 is essential for student success. In this paper, I will argue that we need to acknowledge students L1 as resource by drawing upon course texts, such as Hornberger and Link, Huff Post and the video about “The Benefits of a Bilingual Brain”. First of all, understanding a bilingual brain is essential in order to recognize its relevance in using L1 to acquire L2. Nacamulli mentions that there are three types of bilingual people: Compound bilingual, Coordinate bilingual, and Subordinate bilingual. Compound bilingual children develop two language codes simultaneously. The coordinate bilingual is about slightly older children who may learn English in school while speaking Spanish at home. Lastly, a subordinate
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News). Honberger mentioned, “It is evident that our US school population has shifted representing an increasingly diverse world of linguistic flexibility. The refusal to acknowledge the language resources of students and their families limits the possibilities for students’ educational success and achievement and shuts down opportunities for the development of multilingualism” (Hornberger and Link p. 262). On the other hand, just as was described in Beatriz's scenario, when the students' linguistic resources are valued, then the students see greater success in both academic and social contexts (Hornberger, 2012 p.269-270). Students have the linguistic resources in their native language that can be used to bridge the gap in the target language. literacy practices that draw on funds of knowledge, identities, and social relations rooted and extending across national …show more content…
This idea of translanguaging concentrates on students hearing or reading in one language and then developing their work in another to create-full biliteracy in students (Hornberger, 2012, p. 268). Allowing students to utilize their funds of knowledge to interact with their L1 and L2 is a great way to develop in-depth students’ understanding in both languages. Skilton-Sylvester (2003) gives an example of a teacher that built on their students’ language. This was productive because it made the lesson relevant to students. In this scenario, the teacher was able to draw from students’ vast cultural and linguistic resources. Horberger and Link mentioned, “That a child’s first language skills must become well developed to ensure that their academic and linguistic performance in the second language is maximized (Horberger and Link 2012,
News). Honberger mentioned, “It is evident that our US school population has shifted representing an increasingly diverse world of linguistic flexibility. The refusal to acknowledge the language resources of students and their families limits the possibilities for students’ educational success and achievement and shuts down opportunities for the development of multilingualism” (Hornberger and Link p. 262). On the other hand, just as was described in Beatriz's scenario, when the students' linguistic resources are valued, then the students see greater success in both academic and social contexts (Hornberger, 2012 p.269-270). Students have the linguistic resources in their native language that can be used to bridge the gap in the target language. literacy practices that draw on funds of knowledge, identities, and social relations rooted and extending across national …show more content…
This idea of translanguaging concentrates on students hearing or reading in one language and then developing their work in another to create-full biliteracy in students (Hornberger, 2012, p. 268). Allowing students to utilize their funds of knowledge to interact with their L1 and L2 is a great way to develop in-depth students’ understanding in both languages. Skilton-Sylvester (2003) gives an example of a teacher that built on their students’ language. This was productive because it made the lesson relevant to students. In this scenario, the teacher was able to draw from students’ vast cultural and linguistic resources. Horberger and Link mentioned, “That a child’s first language skills must become well developed to ensure that their academic and linguistic performance in the second language is maximized (Horberger and Link 2012,