Own‐Language Use inELT

Abstract

Although overlooked or ignored in the professional literature of English language teaching (ELT) for much of the 20th century, own‐language use has recently re‐emerged as a focus of research and practice. After defining key terms and concepts, including the “monolingual assumption” that has underpinned much English‐only teaching in ELT, this entry outlines both the reasons for its initial “disappearance” from methodological debate and the recent resurgence of interest in its potential to support English language teaching and learning. Following a summary of commonly presented arguments against own‐language use, a range of perspectives in support of drawing on the learners' own language in class are reviewed. Subsequently, a range of own‐language use classroom functions and practices are discussed, while the continued variation in what teachers around the world actually believe and do regarding own‐language use is highlighted.

Target language use of Dutch EFL student teachers: Three longitudinal case studies

“…Earlier studies on TL use by both in-service teachers and student teachers tend to exclusively use self-reports in their investigation, that is, with surveys or interviews (see Hall & Cook, 2013; Oosterhof et al, 2014; Orland-Barak & Yinon, 2005; Tammenga-Helmantel & Mossing Holsteijn, 2016). However, teachers tend to provide higher estimations of TL use than they actually use in their teaching (e.g.…”

“…Many teachers of English as a foreign language (EFL) believe that the TL should be the predominant language in the classroom and that the learners’ own language (L1) should only be used in specific teaching situations (Hall & Cook, 2013). More precisely, L1 is used when explaining vocabulary/grammar, giving instructions and managing the classroom, and building rapport with learners.…”

“…Various factors influence TL use (Bateman, 2008; Haamberg et al, 2008; Hall & Cook, 2012, 2013; Kim & Elder, 2008). For instance, experienced FL teachers mention personal (e.g.…”

The Effects of Instructions in L1 and L2 in EFL Listening Classes on A2 Level Learners

“…The use of L1 has been in the process of attracting attention from teachers and researchers recently and its methodological value is widely discussed (Atkinson, 1987;Hall, 2018;Lee, 2018;Nation, 2003). For example, Nation (2003) put forward a balance between two distinct sides of the idea of using or not using the L1.…”

“…It might be worth questioning for those to internalize certain grammatical structures and instructions provided in English concerning comparable skills in their L1. Hall (2018) stated that there was a clear need for balancing L1 and L2 use by describing the acceptable amount and time in the teaching environment.…”