Rosemary and all
I would like to give an example of how I have used L1 in a multi-lingual classroom.
I once had a class of 15 Spanish speakers and 5 Hindi speakers, all of whom knew little or no English.
All of the Spanish speakers use my bilingual texts plus my website.
So, I bought a bilingual dictionary, Hindi-English, and gave it to the Hindi student who knew a little English and who also was the "coordinator" of the group.
While the Spanish speakers were on my website, I spent time in another classroom with the Hindi students, building vocabulary and practicing pronunciation. We also used Barron's picture dictionary.
The Hindi students thought that the website was useful, so after an hour I switched the two groups.
It all worked out quite well. I also learned a little Hindi.
So - my point is, "speaking" L1 in the class is only one aspect of "using L1" in a class.
All of the articles and references I have mentioned talk about the significant benefits of L1 in the class. 
Actually we should be talking about "mulitple L1s", I guess.
The students' L1 is a resource, like a dictionary or a textbook.
One problem that may occur is that it is almost impossible to please every student, no matter how the class is conducted. I try to use the principle of majority rule.
Paul Rogers

Paul Rogers
805-258-3310
pumarosa21 at yahoo.com
PUMAROSA.COM


      
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