Functions of L1 in the collaborative interaction of beginning and advanced second language learners

This study investigates the functions served by language in classroom interaction among learners of Spanish at different levels of language competency. Learners collaborated on the production of a writing task. We develop and illustrate a taxonomy of language functions. Our goals are to shed light on the general role of L1 in the L2 classroom and to gain insight into the use of L2 as a tool for thought. We find that the frequency of L2 use among advanced-level participants far exceeds that of beginning-level students. We discuss the implications of this with respect to the role of language in general as a psychological tool and the possibility of an L2 serving in this capacity. We also discuss the pedagogical implications of our findings.