L1 in the L2 Classroom at the Secondary and College Levels: A Comparison of Functions and Use by Teachers.

Autor/in	Grim, Frédérique
Titel	L1 in the L2 Classroom at the Secondary and College Levels: A Comparison of Functions and Use by Teachers.
Quelle	In: Electronic journal of foreign language teaching, 7 (2010) 2, S. 193-209 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Anmerkungen 5; Tabellen 1
Sprache	englisch; französische Zitate
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Unterrichtssprache; Erstsprache; Fremdsprachenunterricht
Abstract	The debate on the role of the L1 in L2 classes has not reached a conclusive outcome and teachers use the L1 often without any rationale. This study examines the L1 practices of 11 French high school (HS) and college teachers through 15 hours of data to identify the functions for L1 use in teachers' L2 speech and recognize differences that exist between HS teachers' and college instructors' L1 practices. As in previous research, teachers employed the L1 for metalinguistic explanation, class management/discipline, empathy/solidarity, and task instruction. Additional roles are immediate and delayed translation. Furthermore, in this study, HS and college teachers' L1 usages are compared in order to enlighten linguistic practices at different levels of instruction. From the overall findings, suggestions for L2 teachers' training are given: additional pre-service and in-service mentoring and self-reflection based on self-videotaping, reflection on the role of the L1 and L2 through previous research and observation of experienced teachers, development of strategies in order to maximize time efficiency, pre-service teaching opportunities (e.g. service-learning, micro-teaching, assisting teachers) to decrease teaching anxiety. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3