The role of the first language (L1) in the second language (L2) classroom

Currently, UCLA maintains a "Spanish only" policy in all lower division language courses. Indeed, the sole use of the L2 during second language acquisition (SLA) in the collegiate foreign language classroom is popular far beyond UCLA. Adult language learners now frequently enter the classroom anticipating that they will not be able to use their L1 during class. This approach influences all aspects of the daily classroom environment from administrative decisions to pedagogical issues.; Recent research in second language acquisition suggests that focus on form (FOF), is as a critical element of SLA instruction. FOF, which derives its name from its purpose, focusing on form in the second language classroom, includes grammar instruction and the language in which this instruction is imparted is of paramount importance. Yet, the literature fails to address the significance of language choice as related to FOF and utterly ignores the question of how the use or prohibition of the L1 during FOF instruction relates to SLA. In order to advance our understanding of the present theory and philosophy regarding FOF, as well as second language acquisition pedagogy in general, I examine the degree to which language choice promotes the acquisition and the retention (if at all) of certain grammatical features. I also examine learner preferences concerning language choice in the L2 classroom, an affective issue worthy of attention in an adult language-learning environment.; This empirical study involves students enrolled in Spanish 2 at UCLA. Students receive instruction on two different grammar points (hace...que constructions and direct and indirect object pronouns), one point taught using their common L1 (English) for instruction and the other using solely the L2 (Spanish). Differences in acquisition of the targeted structures between the two instructional treatment groups are measured via an immediate posttest and a delayed posttest. The results show that subjects perform better with instruction in Spanish for the hace...que constructions but better in English for the direct and indirect object pronouns. In addition to these quantitative results, a qualitative exit survey allows students to comment on which instructional method they prefer and why.