ABSTRACT
This chapter examines languages in the young learner classroom. Specifically, it explores how both the learners’ first language (L1) and the second language (L2) have been used as pedagogical tools and the rationales for and effects of doing so. It begins by giving a historical overview of classroom language use before turning to critical issues such as translanguaging. Current contributions, particularly in the field of young learner research, are then introduced and suggestions made for how teachers might decide how and when to use the L1 or L2. Finally, it provides a future research agenda for this topic, which includes a focus on classroom data.
