Teachers' Self-Reported L1 and L2 Use and Self-Assessed L2 Proficiency in Primary EFL Education

Autor/inn/en	Wilden, Eva; Porsch, Raphaela
Titel	Teachers' Self-Reported L1 and L2 Use and Self-Assessed L2 Proficiency in Primary EFL Education
Quelle	In: Studies in Second Language Learning and Teaching, 10 (2020) 3, S. 631-655Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wilden, Eva) ORCID (Porsch, Raphaela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Forschungsbericht; Test; Fragebogen; Native Language; German; Code Switching (Language); English (Second Language); Second Language Instruction; Self Evaluation (Individuals); Language Proficiency; Classroom Techniques; Correlation; Teacher Qualifications; Elementary School Teachers; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Klassenführung; Korrelation; Lehrqualifikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Deutschland
Abstract	This study investigates teachers' first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers' professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01