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Speaking constitutes one of the main goals of learning a second language (L2). Despite the increasing attention on the role of planning and language transfer in L2 learning, the combined effect of using different languages and pre-task planning on language production remains unclear. This study investigated whether the use of different languages in planning affects speaking performance and whether the effect differs by language proficiency. A total of 84 students in Chinese universities learning English as a foreign language participated in several speaking tasks after planning using their first language (L1) Chinese or L2 English. Findings showed that using L1 in planning results in significantly higher syntactic complexity, accuracy, and fluency in speaking performance than using L2 in planning, while the difference in lexical diversity were not statistically significant. Further analysis shows that for speech accuracy, the facilitative effect of L1 was stronger among low-proficient than high-proficient learners. Findings from this study support the use of L2 learners' entire linguistic repertoire in speaking activities and provides implications on speech production theories as well as translanguaging pedagogies.

This study investigated Chinese parents' experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents' beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents' English reading practices are language-oriented with utilitarian language ideologies. Parents' reading practices and management were identified with contextual constraints, including non-English speaking environments, parents' inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes.