L1 use among young EFL mainstream and CLIL learners in task-supported interaction

A growing body of research suggests that a balanced use of the first language (L1) in the foreign language classroom yields beneficial effects for second language (L2) learning. Still, the extent to which young learners in foreign language contexts actually make use of their L1 while completing tasks is in need of further research, especially in an approach that has become prevalent in Europe: Content and Language Integrated Learning (CLIL). The...