Running Head: BILINGUAL LEXICAL INTERILLUMINATION
Bilingual Lexical Interillumination in the Foreign Language Classroom
Carole A. Hanna
University of Southern Mississippi
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BILINGUAL LEXICAL INTERILLUMINATION
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Abstract
According to St. John of the Department of Education and Social Sciences, School of
Humanities, Örebro University, Örebro, Sweden, foreign language education has been largely
favoring the use of single language in the classroom. This idea is refuted by Bakhtin and his idea
of language illumination which is the idea that languages throw light on each other. St. John
examines an eighth grade French lesson and by using a conversational analysis method for
evidence of lucidation between the TL and the L1. His analysis suggests that the study
participants construct patterns by interaction and countering to make sense between the two
languages to connect new words in the L2 to already established frameworks in the L1.
BILINGUAL LEXICAL INTERILLUMINATION
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Bilingual Lexical Interillumination in the Foreign Language Classroom
Summary
This study deals with the idea that using two languages in the foreign language
classroom actually causes them to intersect one another and throw light on understanding
the other each other. Looking briefly at the history of foreign language education, it has
been largely been engrained through the Grammar Translation Method to minimize the
use of the L1 if not to completely avoid using it. The idea that St. John puts forth is that
using the L1 in the classroom inhibits the acquisition of the L2. This study suggests that
the use of the L1 can truly scaffold L2 learning and since the thought processes of the L2
learner is largely in the L1, the L1 plays a valuable role in the FL classroom. Also cited
are a growing number of SLA studies which assert that SLA is accomplished through
social interaction and engagement with others.
In this study, St. John looks at Bakhtin’s thought processes of using the L1 to
enhance or illuminate the TL. Bakhtin stresses the idea of heteroglossia which believes
in coexistence between languages which relies on a type of linguistic code. This study is
qualitative in its approach shows a situation which allows for the learner to fine-tune
his/her understanding and achieve unique meaning. The study uses an “international”
state-funded independent school with a “bilingual education” profile. St. John chose a
French class that is culturally diverse. He has chosen to use an emic (a members’)
perspective which allows the data to lead the investigation. This perspective allows the
participants to orient themselves to what they perceive as important and relevant and this
is reflected in their interaction. Conversation analytical methods have been used and
videotaped to reflect classroom interaction. Language is only one code which is drawn
upon; there are also verbal and non-verbal codes, as well as natural and artificial codes
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utilized. Besides the video tape which showed the classroom interaction, a script with
notation of non-verbal clues was documented along with the actual dialogue created by
the students.
The lesson followed a class which lasted an hour and fifteen minutes. Each
student had a three page two-sided handout in front of them. In this case, English was the
L1 although sometimes a third language was introduced (Swedish). In the beginning, the
teacher contributed a translation of a French expression as well as a lengthy explanation
of the French expression. Each student added his or her understanding of what the
expression truly meant. After a consensus of understanding was reached, the exercise
was completed with a sense of solidity. A central focus was given in an attempt
to”orient” the TL words and expressions into an already established matrix from the L1.
The classroom interaction which built a sense of group learning and camaraderie
was an excellent learning environment where the students explored together. It was
shown how the teacher was facilitator and the students themselves carried on the
illumination between languages. This in turn built a stronger base of retention in the TL
as well as anchoring a better understanding in the L1. The author showed how this is an
example of bilingual countering. Following each brief discourse between the students, an
attempt was made to analyze and draw conclusions. A common pattern occurred
throughout the session which enabled the students to provide a counter word or each new
word or phrase introduced. It was obvious that this process provided a comfortable way
to process the new information given so it could be used properly.
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Conclusion
St. John set out to show how the use of an L1 if used correctly is an asset to the
acquisition of a second language. He based his idea on established theories in SLA and
highlighted Bakhtin and his theory of language interillumination. The study indeed backs up the
idea that the L1 puts new information in context for the second language learner and allows the
learner to process new information in light of the L1.
I feel that this is how a language is learned. Each person filters everything they hear or
see through the language they think in. Whether or not the L1 is introduced into the classroom,
this filter is in use. Learning a new language is at best difficult and all consuming if you are
immersed in the culture. Personally I would have found learning would have progressed at a
faster pace if I didn’t have to go back each day and try to find how everything “fit” into English.
I was unable to process new information until I could put it into perspective. Once I could
process the new information along side of my L1, I was able to use the new information with
confidence because I was sure of what I wanted to say.
Language teachers would be better able to play the role of facilitators if they could allow
interaction among their students and allow them to process the information given. Phrases and
expressions do not usually have a “translation” which is word for word. We need to help explain
clearly the meanings and cultural significance of what we wish the students to learn. This is
best accomplished through the mixture of the L1 and the TL.
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References
St. John, O., (2010). Bilingual lexical interillumination in the foreign language classroom.
Language, Culture and Curriculum, 23 (3), 199-218. Retrieved February 5, 2011, from
Academic Search Premier EBSCO database.
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