L1 to teach L2: complexities and contradictions.

Autor/inn/en	Copland, Fiona; Neokleous, Georgios
Titel	L1 to teach L2: complexities and contradictions.
Quelle	In: ELT journal, 65 (2011) 3, S. 270-280 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang
Sprache	englisch; griechische Zitate
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccq047
Schlagwörter	Empirische Forschung; Interview; Unterrichtsmitschau; Lehrer; Unterrichtssprache; Erstsprache; Fremdsprachenunterricht; Englischunterricht; Zypern
Abstract	The article uncovers the complexities and contradictions inherent in making decisions about L1 use in the English language classroom. Through an analysis of data from classrooms in a Cypriot context and from interviews with Cypriot teachers, a number of functions for L1 use are identified, as are the teachers' rationales for using L1 for different functions. Teachers' decision making, it emerges, is often complex, based on either what they perceive as their students' affective needs or on their cognitive processes. What is more, teachers often under-report or differently report their use of L1 in the classroom, contradicting beliefs by their actions. The construct of guilt is offered to explain these complexities and contradictions in the teachers' use of L1 in this study. The authors conclude by suggesting that teachers should be supported in finding local solutions to local teaching problems, so that they better understand and exploit the resources available to them. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2