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The Case For a Multilingual Approach to Language Classroom Communication

Authors


Correspondence address: Glenn Levine, European Languages and Studies, University of California, Irvine, CA, USA. E-mail: glevine@uci.edu

Abstract

This article presents the case for a ‘multilingual approach’ to university-level language classroom communication. After detailing some problems with the ‘monolingual bias’ of language pedagogy, arguments against a pedagogy based on that bias are presented. Thereafter, arguments in favor of a multilingual approach are offered, as well as several principles for the use of multiple languages in the classroom.

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