A curriculum in transition
TL/L1 use in Dutch EFL literature lessons
Bibliographic Data
| ID | 12112866 |
|---|---|
| Authors | Fenna Wolthuis (0000-0003-2817-6246, University of Groningen, corresponding author), Jasmijn Bloemert (0000-0001-6334-7843, University of Groningen), Marjon Tammenga-Helmantel (0000-0001-9340-9646, University of Groningen), Amos Paran (0000-0002-4791-1819, UCL Institute of Education, London, UK) |
| Year | 2019 |
| Volume | 33 |
| Issue | 4 |
| Pages | 335-350 |
| Publication date | 2019-12-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2019.1697279 |
| OpenAlex | W2993837931 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
FL literature lessons in Dutch secondary education present a potential dilemma for teachers in terms of language use. On the one hand teachers are encouraged to support target language (TL) input and output to promote foreign language (FL) learning. On the other hand, the curricular culture in the Netherlands has historically stipulated that FL literature teaching should take place in the first language (L1). Furthermore, studies on TL/L1 use in FL lessons suggest teachers and students turn to L1 when discussing complex content such as a passages from a literary texts. As such, it is unknown what is currently happening regarding TL/L1 use during FL literature lessons in the Netherlands. Therefore, this descriptive study investigates how much and during which classroom activities TL/L1 were used in English as a foreign language (EFL) literature classrooms. Twenty-four lessons (four for each of six teachers) were video-recorded and TL/L1 use analysed. Results show that although students used mostly L1, teachers predominantly used TL, revealing them to be actively providing a language focus in EFL literature lessons. TL/L1 use by teachers and students differed between classrooms and individual lessons; TL/L1 choice was generally not determined by classroom activities but by teacher consistency and encouragement
Consistency (knowledge bases · Curriculum · Dilemma · English as a foreign language · Foreign language · Language education · Mathematics education · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Research in Language-Literature Instruction
Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms
Foreign Languages and Higher Education
Qualitative and descriptive research
Translanguaging for Transgressive Praxis
Exploring EFL literature approaches in Dutch secondary education
Principles of instructed language learning
The role of literature in instructed foreign language learning and teaching
Own-language use in language teaching and learning
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Student Perceptions of L1 Use in the Foreign Language Classroom
Task-based second language learning
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |