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Beliefs about L1 Use in Teaching English: A Comparative Study of Polish and Spanish Teacher-Trainees
Wach, Aleksandra; Monroy, Fuensanta – Language Teaching Research, 2020
The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners' native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both…
Descriptors: English (Second Language), Second Language Instruction, Beliefs, Native Language
Serra, Judit; Feijoo, Sara – Journal for the Study of Education and Development, 2022
The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered…
Descriptors: Code Switching (Language), Native Language, Second Language Learning, Second Language Instruction
Breeze, Ruth; Roothooft, Hanne – Language Awareness, 2021
English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that…
Descriptors: College Faculty, Teacher Attitudes, Native Language, Empathy
Llompart, Júlia; Masats, Dolors; Moore, Emilee; Nussbaum, Luci – International Journal of Bilingual Education and Bilingualism, 2020
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students' participation in classroom activities; we argue that language learning is a process…
Descriptors: Multilingualism, Code Switching (Language), Intercultural Communication, Foreign Countries
Nightingale, Richard; Safont, Pilar – English Language Teaching, 2019
As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Academic Discourse
Geist, Barbara; Kupetz, Maxi; Glaser, Karen – Classroom Discourse, 2019
In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…
Descriptors: Elementary School Students, German, Spelling, Writing Instruction
Azkarai, Agurtzane; García Mayo, María del Pilar – Language Teaching Research, 2017
Research has shown that tasks provide second language (L2) learners with many opportunities to learn the L2. Task repetition has been claimed to benefit L2 learning since familiarity with procedure and/or content gives learners the chance to focus on more specific aspects of language. Most research on task repetition has focused on adult…
Descriptors: Task Analysis, Native Language, English (Second Language), Second Language Learning
Nikula, Tarja; Moore, Pat – International Journal of Bilingual Education and Bilingualism, 2019
After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations…
Descriptors: Code Switching (Language), Native Language, Classroom Communication, Language Usage
Evnitskaya, Natalia; Berger, Evelyne – Classroom Discourse, 2017
Drawing on recent conversation-analytic and socio-interactionist research on students' participation in L1 and L2 classroom interaction in teacher-fronted activities, this paper makes a step further by presenting an exploratory study of students' displays of willingness to participate (WTP) in classroom interaction and pedagogical activities…
Descriptors: Second Language Learning, Discourse Analysis, Classroom Communication, Teacher Student Relationship
Lázaro, Amparo; Azpilicueta-Martinez, Raúl – International Journal of English Studies, 2015
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young…
Descriptors: English (Second Language), Second Language Learning, Interaction Process Analysis, Communication Strategies
Arnau, Joaquim – 1989
A study analyzed and compared the classroom interactional strategies of two teachers of Catalan immersion classes and one teacher of Spanish as a native language in Spain at the kindergarten level. The theoretical framework guiding the study is based on analysis of the native-speaker/non-native-speaker distinction. Two comparisons were made: (1)…
Descriptors: Children, Classroom Communication, Classroom Techniques, Comparative Analysis