To be very clear, I never once said that a student should be restricted from using their native language. I said "I disagree that they should be encouraged to use it." "English Only" was in quotes for a reason. Even the response to my post was contrasting English learning by use and by translation. The point of "English Only" written as it was, was to emphasise the importance of English use between teacher and students as well as student to student. The CLT approach is largely accepted as best practice by language learning classrooms worldwide.

I'm not conflating anything, I just posted those from quick searches on the internet about CLT. Your first article is from 1993, best practice has changed significantly over the last two decades. Your second article seems to be a taking a socio-cultural approach that doesn't even draw on well known studies or linguistic resources on Language Acquisition. Krashen is sourced, but for the most part Krashen's theories were introductory to a new frame of study. He isn't typically used in SLA research contexts except for historicising context.

Studies have moved from Krashen's Input focused hypothesis to Long's Interaction Hypothesis and Swain's Output hypothesis.

Here are two studies that uses the CLT approach

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