The use of L1 in the L2 classroom
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Authors
Cardoza, Karla Rocha
Issue Date
2021
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study took place in a rural middle school in Durango, Mexico, where an English teacher worked with first-year students (ages 11-12) who had minimal prior exposure to English. The class consisted of 27 students, most of whom were boys, leading to high energy and frequent misbehavior. Students often complained of not understanding English, which led to reliance on Spanish (L1) during lessons.
Aims: The research aimed to explore and address the overuse of Spanish in the English (L2) classroom. The teacher sought to understand her objectives for using L1, when and why it was used, and how her students perceived her use of both languages.
Methods: The teacher employed peer observations, a student questionnaire, and reflective journaling. Video recordings of lessons were shared with peers, who used an observation tool to document when and why L1 or L2 was used. The student questionnaire, written in Spanish, collected feedback on language preferences and perceptions. The journal captured the teacher's reflections on her teaching practices.
Findings: The teacher discovered that she used Spanish more frequently than expected, often to manage behavior, clarify instructions, and translate English. While students appreciated her use of Spanish for understanding, they also expressed a desire for more English exposure to learn the language. Observers noted that Spanish dominated lessons, though it was used effectively for explanations and maintaining order.
Implications: This study suggests that teachers in similar contexts might benefit from gradually increasing L2 use to foster comprehension and classroom engagement.
Aims: The research aimed to explore and address the overuse of Spanish in the English (L2) classroom. The teacher sought to understand her objectives for using L1, when and why it was used, and how her students perceived her use of both languages.
Methods: The teacher employed peer observations, a student questionnaire, and reflective journaling. Video recordings of lessons were shared with peers, who used an observation tool to document when and why L1 or L2 was used. The student questionnaire, written in Spanish, collected feedback on language preferences and perceptions. The journal captured the teacher's reflections on her teaching practices.
Findings: The teacher discovered that she used Spanish more frequently than expected, often to manage behavior, clarify instructions, and translate English. While students appreciated her use of Spanish for understanding, they also expressed a desire for more English exposure to learn the language. Observers noted that Spanish dominated lessons, though it was used effectively for explanations and maintaining order.
Implications: This study suggests that teachers in similar contexts might benefit from gradually increasing L2 use to foster comprehension and classroom engagement.
Description
Keywords (free text)
english as a foreign language , l1 use in l2 classroom , visual aids , classroom management , instruction strategies , exploratory action research