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

Abstract

This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior classes, compared to earlier studies in the Dutch context. The student teachers displayed different developmental patterns concerning TL use during teacher education: two of them increased their use of English, mainly in junior classes; TL use of the other student remained stable. Teacher education appeared to mediate TL use one year after graduation for two students. TL use had changed after finishing teacher education but no coherent developments could be discerned.

ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms

“…Being abroad made a difference in their beliefs about L2 use in EFL classrooms presumably due to becoming more skilful in using L2 and having more self-confidence and low-anxiety level regarding their use of L2. This result is in agreement with Tammenga-Helmantel et al (2020) who underlined that once teachers become more skilful in the target language, using L2 throughout the lesson becomes easier for them.…”

“…In line with the study by Külekçi (2018) in which the variable "teaching experience" did not affect the perspectives of the PTs on teachers' behaviors and attitudes related to foreign language teaching including also teacher talk, the variable"teaching experience" did not show significant differences except for one point in this study, namely, providing supportive words in L2. As reported by Tammenga-Helmantel et al(2020), the beliefs of the PTs were shaped by different factors such as teacher education, different teaching contexts, institutions, colleagues, learners, and previous experiences. From this point of view, it is likely for the PTs in this study to have beliefs formed by either their personal experiences as former learners of English or by their teacher education rather than their teaching experiences in real classrooms.…”

“…More recently, in their longitudinal study, Tammenga-Helmantel et al (2020) examined the factors that affected EFL student teachers' L2 use in their teaching practice during teacher education and one year after graduation. The study reported language policy in the school and among colleagues, the reaction of their learners, and the practice-related domain due to teaching in different contexts, and personal experiences of the participants as former learners of English as the most prominent factors during their teaching practice.…”