Abstract
The role of the first language in English Learner (EL) programs has been a historically controversial one. In addition, how the first language should be used is not without controversy. This article examines the role of translation in the EL classroom and how teachers should employ it. One approach, concurrent translation, may be considered to be cognitively-undemanding and context-reduced. The author argues that purposeful translation should be cognitively-demanding and context-embedded.
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Recommended Citation
Rodriquez, Timothy
(2020)
"The Benefits of Implementing Cognitively-Demanding and Context-Embedded Language Translation in the EL Classroom,"
: Vol. 3:
No.
1, Article 2.
Available at:
https://jagworks.southalabama.edu/ectesol_review/vol3/iss1/2
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