L1 as a scaffolding tool for teaching english as a foreign language in the second year of bachillerato at Cumbe high school

Abstract

Translanguaging and code-switching are areas that are currently being considered in the second language acquisition field. These two classroom practices mainly involve the use of the learners’ first language as a means of learning a foreign language. This investigation aims to determine the practicality of the Spanish language as a scaffolding tool in the EFL classroom in regard to the development of the four skills of the language namely reading, writing, listening, and speaking in Cumbe High School, which is located in the rural area of Azuay province. A mixed methods sequential explanatory research design was employed. In order to collect the corresponding data, a pre-test, a post-test, two questionnaires, and a researcher’s journal were used. The quantitative data were analyzed by using descriptive statistics, and the qualitative information was examined through codification. The most significant results showed a high moderate improvement of the listening and reading skills. Likewise, the study reported that students’ attitude towards the use of Spanish in the L2 class was positive. The study revealed that the receptive skills presented a significant progress compared to the productive ones. Although the latter skills did not reach the average score required, they performed certain betterment in the post-test. Finally, during the learning process there was the opportunity to link English with some L1 subjects such as History.