Abstract:As Chinese-as-an-additional-language (CAL) practitioners actively seek to bridge the language-culture divide in class instruction and curriculum, various strategies have been adopted to integrate cultural components into traditionally defined “language courses” or vice versa. However, many such strategies follow a “monolingual approach” that views L1 primarily as a source of interference in second language acquisition (SLA). Recognizing the importance of L1 use in additional-language classrooms, this paper pro… Show more
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