Studies in Second Language Learning and Teaching (Sep 2020)

The interface between task-modality and the use of previously known languages in young CLIL English learners

  • María Martínez-Adrián,
  • Izaskun Arratibel-Irazusta

Journal volume & issue
Vol. 10, no. 3
pp. 473 – 500

Abstract

Read online

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.

Keywords