Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms
Bibliographic Data
| ID | 24220759 |
|---|---|
| Authors | Miles Turnbull, Katy Arnett |
| Year | 2002 |
| Volume | 22 |
| Pages | 204-218 |
| Publication date | 2002-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190502000119 |
| OpenAlex | W2110045019 |
| Language | EN |
| Citations received | 42 |
This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discourse analysis studies examines how much, when, and why FL and SL teachers use the L1 and TL in their pedagogy. The article also presents findings from studies that have considered teachers' self-reports and teachers' and learners' beliefs and attitudes regarding the use of the L1 and the TL in FL and SL classrooms. The paper concludes with recommendations for future research.
classroom discourse · Code-switching · Foreign language teaching · learner beliefs · second language teaching · student motivation · target language use · teacher beliefs · teacher self-report · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Using the First Language and Code Switching in Second Language Classrooms
Using the First Language and Code Switching in Second Language Classrooms
The use of L1 in learning the Ser-Estar distinction in Spanish as a third language
Multidialectal and multilingual translanguaging in L2 Arabic classrooms
Yabanci Di̇l Öğreti̇mi̇nde Sinifta Ana Di̇li̇ni̇n Kullanimina İli̇şki̇n Yaklaşimlar Ve Tartişmalar
Teachers’ codeswitching in L2 Chinese classes
Being native and being foreign
Computational Thinking for Science
Classroom code-switching among postgraduate EFL students in Saudi Arabia
Moroccan Arabic-English code-switching among EFL teachers
Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education
‘Do as I say, not as I do
Code-Mixing as a Bilingual Instructional Strategy
Beyond ‘two-solitudes’ assumption and monolingual idealism
An evaluation of the monolingual fallacy in Oman
Why that, in that language, right now? Code-switching and pedagogical focus
Functions of L1 in the collaborative interaction of beginning and advanced second language learners
The evolving sociopolitical context of immersion education in Canada
Target Language Use in Foreign Language Classrooms
Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway
Issues in Mandarin language instruction
An analysis of the teachers' use of L1 in Turkish EFL classrooms
The classroom language use of a Korean elementary school EFL teacher
Analyzing language of instruction and students’ learning achievements in Zambia
English only? The linguistic choices of teachers of young EFL learners
Facilitative effects of learner-directed codeswitching
Translanguaging in Chinese foreign language classrooms
Social inclusion through multilingual ideologies, policies and practices
Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom
The target language revisited
EFL teachers' behavior of using motivational strategies
The younger, the better
Own-language use in language teaching and learning
First language and target language in the foreign language classroom
Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools
Teachers’ Oral Proficiency in the Target Language
The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Language Use in the Foreign Language Classroom
The Case For a Multilingual Approach to Language Classroom Communication
Multilingualism in Educational Contexts
Teachers' Perception of Their Code-Switching Practices in English as a Foreign Language Classes
| Citations per year | 1.91 |
|---|---|
| Citation span | 2004 - 2026 (23) |
| Highly cited | No |