L1 to teach L2: complexities and contradictions

Copland, Fiona; Neokleous, Georgios

doi:10.1093/elt/ccq047

Cited by 90 publications

(86 citation statements)

References 8 publications

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“…Or it may be that they were against L1 use for no particular reason; only believing that an L1 ban is beneficial for the students. The present study also suggests that non-native teachers prefer to use L1 in particular instances such as when giving instructions to the students, which is in line with the findings of Al-Buraki (2008), Copland andNeokleaous (2011), andSampson (2011), when defining new vocabulary as in Campa and Nassaji (2009), when explaining difficult topics similar to the findings of Copland andNeokleaous (2011), andGulzar (2010), and for socializing in the classrooms as in Burden (2000).…”

Section: Non-native Efl Teachers' Perceptions On L1 Use In L2 Classroomssupporting

confidence: 89%

Perceptions of Non-native EFL Teachers’ on L1 Use in L2 Classrooms: Implications for Language Program Development

Debreli¹

2016

ELT

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The study of L1 (first language) use in L2 (second language) classrooms has long received attention in the literature. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. Considerably, less research has been conducted regarding the non-native L2 teachers' perceptions of when L1 use is required. More importantly, there has been little research on the limitations faced by non-native EFL (English as a Foreign Language) teachers because of the strong English-only policies they have to follow. The present study explored the perceptions of non-native EFL teachers' towards the existing English-only policies in their institutions. The teachers' perceptions of when L1 should or should not be used in L2 classrooms were also of interest. Fifty-four non-native teachers of EFL from English preparatory schools of four universities in Northern Cyprus participated in the study. Data were collected through semi-structured interviews. Analysis of the data indicated that all of the participating teachers were inclined to use L1 in their L2 classrooms for a variety of reasons. Further, it is found that teachers were affected negatively and were restricted in certain issues as a result of having to follow strict English-only policies at their institutions. Implications for program development are discussed here.

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Section: Non-native Efl Teachers' Perceptions On L1 Use In L2 Classroomssupporting

confidence: 89%

Perceptions of Non-native EFL Teachers’ on L1 Use in L2 Classrooms: Implications for Language Program Development

Debreli¹

2016

ELT

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“…Schweers (1999) further argued that there were pedagogical as well as affective factors contributing to L1 use in the L2 classroom. Nevertheless, Copland and Neokleous (2011) stated that "decisions about when to use L1 and L2 are complex and seem to be based on both affective and cognitive factors" (p. 6). They elaborated that in terms of affective factors, teachers responded to their students' contributions, whatever language they used, in what seemed to be an effort to create a stress-free learning environment.…”

Section: Affective Factorsmentioning

confidence: 99%

“…This contradiction is compounded by the apparent disparity between teachers' stated beliefs and their actual classroom practices. Copland and Neokleous (2011) concluded that teachers' desires about L1 use were clearly in conflict with their classroom practice. Researchers on L1 use have long been aware of this contradiction in professional behavior which has led many EFL teachers to feelings of guilt (Copland & Neokleous, 2011), frustration (Cianflone, 2009), or professional inadequacy (Cook, 2013).…”

Section: Teachers' Attitudes Toward Using L1mentioning

confidence: 99%

English Teachers' Use of Learners' L1 (Arabic) in College Classrooms in Kuwait

Alrabah¹,

Wu²,

Alotaibi³

et al. 2015

ELT

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This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers' attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers' interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.

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“…They do this often with feelings of guilt, unprofessionalism and subterfuge (Butzkamm 2003;Canagarajah 2011;Copland and Neokleous 2011). Cook (2001: 410) argues that it is important to give teachers 'absolution for using the L1', encouraging methods which make positive use of the L1 in the language classroom, rather than seeing it as a regrettable fact of life which must be endured.…”

Section: Re-thinking the Monolingual Principlementioning

confidence: 99%

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

Gallagher

Colohan

2014

The Language Learning Journal

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This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the 'twisted dictation' used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts.

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L1 to teach L2: complexities and contradictions

Cited by 90 publications

References 8 publications

Perceptions of Non-native EFL Teachers’ on L1 Use in L2 Classrooms: Implications for Language Program Development

Perceptions of Non-native EFL Teachers’ on L1 Use in L2 Classrooms: Implications for Language Program Development

English Teachers' Use of Learners' L1 (Arabic) in College Classrooms in Kuwait

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

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