One of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

中文翻译：

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在课堂上教与学 L2：是时候了

在中小学环境中，第二语言和外语 (L2) 教师和学习者面临的挑战之一是可用时间有限。对于如何应对这一挑战存在分歧。在本文中，我们反对增加教学时间的两条“常识”建议——尽早开始并在课堂上仅使用 L2（避免使用第一语言 (L1)）。我们提出了两种更好的方法来增加教学时间：在课程后期提供强化教学时间，以及整合语言和内容的教学。在世界各地的学校环境中进行的研究未能找到在课堂上尽早开始或独家使用 L2 的长期优势。尽管如此，许多语言教育者和政策制定者继续采用这些做法，