Teachers’ Perceptions on Using First Language in Northern Cyprus Efl Classrooms

Burat, Gülsen; Çavuşoğlu, Çise

doi:10.32955/neuje.v3i2.242

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…However, whether it is related to L1 use still remains unclear. Some researchers are suspicious about it because their studies have shown a non-significant relationship between these variables (Burat & Çavuşoğlu, 2020;Joyce, von Dietze, von Dietze, & McMillan, 2021). Others tend to be of a different mind.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Hu¹

2022

AWEJ

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The success of bilingual immersion programmes has promoted the debate about whether learners’ first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms, while this paper intends to investigate the correlations between L1 use with learner factors, the understanding of which can shed light on more efficient translanguaging practices. Through a cross-sectional approach, the present study was contextualised in a large-scale, content-based English as a foreign language programme and drew on 335 undergraduates, who completed a series of questionnaires and tests. Correlation and regression analyses primarily demonstrated that English proficiency was the most significant predictor of learners’ overall attitude to L1 instruction in classrooms, followed by content proficiency and language learning motivation. Gender was a non-significant variable for learners’ overall perspective on L1 employment but was related to the constructs about using the L1 for phatic purposes, with male students requiring more translanguaging assistance. The paper concludes with the implication that the desire for L1 use is associated with various learner factors and that teachers should be aware of how to encourage and regulate translanguaging practices for differing instructional purposes as per the changing needs in classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Hu¹

2022

AWEJ

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“…Moreover, they revealed that the major motive for teachers to be reluctant to the application of code-switching was there was little or limited chance for students to practice the target language. In contrast to teachers' contrastive views regarding the use of code-switching in a classroom setting, a study by Burat and Çavuşoğlu (2020) demonstrated that most of the teachers had a neutral attitude towards using code-switching in EFL classrooms; they chose to use code-switching when the need arose. Similarly, Song (2009) found that teachers had generally a neutral attitude towards code-switching although there were teachers who held positive to negative attitudes.…”

Section: Literature Reviewmentioning

confidence: 95%

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

Tamene

Desalegn

2022

LLT Journal

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Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce. This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five English teachers who were purposely selected from two secondary schools. The results revealed that the four teachers supported code-switching whereas one of the teachers had a different stance. All five teachers believed that code-switching should be used in a limited, selective, and purposeful way only when necessary. Furthermore, the results generally indicated that teachers had positive attitudes towards code-switching regarding academic, classroom management and socializing purposes although they had different stands on the specific functions of code-switching. Based on the results, it is possible to suggest that as code-switching is part and parcel of classroom discourse, teacher training programs should incorporate it as an effective instructional strategy.

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Correlation factors of translanguaging practices on English as a Foreign Language Contexts: the perception of Teachers

Alrayes

2023

Educ Inf Technol

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Teaching English in second language contexts seems to have succeeded in implementing only target-language policy allowed during class time. However, the problem persists in teaching English in foreign language contexts where English is not the official and/or first language in those countries. Such situations kept the question unanswered; whether the first language of the target learners should be used during class times in the form of translanguaging or not. While few studies have investigated this issue thoroughly; however very a few of them examined in depth analysis from different perspectives such as: how different factors paly various roles on this issue, how those factors correlate to each other, and how they relate to translanguaging in particular. This study investigates the correlations between translanguaging practices in English as a foreign language context during class time from teachers’ perspectives. Correlation, Structural Equation Modeling (SEM) and regression analyses showed that there was significant correlation between translanguaging practices and other examined independent variables including gender, same background between teachers and learners’ and first language; whereas no significant correlation was found regarding the teaching experience. The study recommends evaluating learners’ levels even if the focus of the study was on teachers’ perceptions for future research.

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Teachers’ Perceptions on Using First Language in Northern Cyprus Efl Classrooms

Cited by 4 publications

References 12 publications

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Teachers’ Attitudes Towards Code-Switching in Ethiopian Efl Classrooms

Correlation factors of translanguaging practices on English as a Foreign Language Contexts: the perception of Teachers

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