A Longitudinal Comparative Study of the Use of Target Language in the MFL Classroom by Native and Non-Native Student Teachers

Autor/in	Aberdeen, Helen
Titel	A Longitudinal Comparative Study of the Use of Target Language in the MFL Classroom by Native and Non-Native Student Teachers
Quelle	In: Language Learning Journal, 46 (2018) 4, S.329-342 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1083607
Schlagwörter	Longitudinal Studies; Comparative Analysis; Second Language Learning; Second Language Instruction; Language Teachers; Modern Languages; Teacher Certification; Graduate Study; Placement; Language Usage; Native Language; Native Speakers; Teacher Educators; Teacher Education Programs; Foreign Countries; Teacher Attitudes; Video Technology; Attitude Change; Journal Writing; United Kingdom (England) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Gegenwartssprache; Aufbaustudium; Graduiertenstudium; Hauptstudium; Betriebspraktikum; Praktikum; Sprachgebrauch; Muttersprachler; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Zeitschriftenaufsatz
Abstract	One of the key topics on any Modern Languages Postgraduate Certificate of Education (PGCE) course in the United Kingdom is the hotly debated issue of target language (TL) use. When and why do teachers use the TL in delivering lessons and when and why do they code switch into the learners' language? Does their practice change over time? Does it vary according to their learner experience? These are just some of the questions to have been explored in what is a much rehearsed debate. The issue is a challenging one for modern foreign language (MFL) course tutors, particularly in cases where practice in placement schools tends at times towards almost exclusive use of the first language. This paper begins with a closer look at the debate before presenting longitudinal research undertaken with four student teachers on a PGCE programme in 2012--2013. The research looked at attitudes and beliefs concerning participants' use of TL and also studied the functions for which they used TL most and least often. As the study was longitudinal, changes were noted. Differences between native speaker teachers and non-native speaker teachers were also observed throughout. The study, while not conclusive, yielded a number of interesting hypotheses which could form a valid basis for further larger scale research. They also have possible implications for the practice of teacher educators and for the delivery of MFL Initial Teacher Education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01