Teachers' Use of English in Communicative German Language Classrooms

A Qualitative Analysis

Bibliographic Data

ID8937562
AuthorsAngelika Kraemer (0000-0002-6838-7235, Michigan State University, corresponding author)
Year2006
Volume39
Issue3
Pages435-450
Publication date2006-10-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2006.tb02898.x
OpenAlexW2108183266
LanguageEN
Citations received2
References cited5

The use of English by foreign language teachers is a matter of much controversy. Whereas language switching by English‐speaking foreign language teachers has been the focus of previous research, relatively little is known about the amount of teachers' language use in the classroom when comparing native speakers of the foreign language with nonnative speakers. This qualitative study examined the amount and the purpose of English used by five teaching assistants (TAs) (three native speakers of English, one native speaker of German, and one whose first language was neither English nor German) in beginning German language classrooms. Results of the study indicate eight common functions for the use of English and also show that previous language teaching experience as well as a background in relevant teacher training coursework reduced the amount of English used

Comprehension approach · Coursework · English as a foreign language · English language · First language · Focus (optics · Foreign language · German · Language assessment · Language education · Language pedagogy · Language proficiency · Language transfer · Linguistics · Mathematics education · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching

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