Using Spanish in English Language Chilean Classrooms? Perspectives from EFL Teacher Trainees

Donoso, Eladio

doi:10.15446/profile.v22n1.77494

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…Therefore, the teachers should be able to cope with the situations. They should allow enough use of L1 in the class interaction so that they can maintain their relationship with their students as recommended by Donoso (2020). Some recommendations were given to the teachers.…”

Section: Discussionmentioning

confidence: 99%

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020

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The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.

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Section: Discussionmentioning

confidence: 99%

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020

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“…In South America, and in Chile specifically, use of the first language (L1) and codeswitching between the target language and L1 has been a dominant practice among teachers (Cancino & Díaz, 2020;Donoso, 2020), despite the imposition of communicative language teaching in the English language teaching national curriculum and an English-only policy in the classroom (e.g., see https://engli shine nglish.mined uc.cl). Codeswitching is understood as the alternating use of more than one language, and this includes both mixing and alternation at the interclausal/sentential level (Cancino & Díaz, 2020).…”

Section: Use Of L1 and Codeswitching In Efl Contextsmentioning

confidence: 99%

“It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English

2021

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Teachers’ use of the target language for instruction in the context of foreign language teaching has been identified as a key factor for learning. However, it has also been observed that teachers do not use the target language for reasons such as lack of proficiency in the second language (L2), lack of pedagogical content knowledge or confidence in that knowledge, doubt that their students will understand, and specific cultural practices. This article reports on a study that investigated the implementation of a university‐based classroom intervention centered on a practice‐based approach in an initial English language teacher education program in Chile. This intervention aimed at understanding how a group of preservice teachers learned how to enact strategies to facilitate L2 comprehensibility in English. Findings demonstrate that a practice‐based approach can provide effective opportunities for preservice teachers to develop pedagogical content knowledge and become more confident in using English more effectively in their lessons. Findings also reveal that preservice teachers struggled in this process; however, they tended to develop higher levels of reflection as they learned how to facilitate L2. The article concludes with a discussion about key reasons preservice teachers claimed for using the first language in English lessons.

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Translanguaging and the Role of the L1 in CLIL Classrooms: Beliefs of In-Service Teachers

Portolés,

Basgall

2024

Second Language Learning and Teaching

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Using Spanish in English Language Chilean Classrooms? Perspectives from EFL Teacher Trainees

Cited by 4 publications

References 17 publications

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

“It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English

Translanguaging and the Role of the L1 in CLIL Classrooms: Beliefs of In-Service Teachers

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