Using the L1 in L2 teaching and learning. What role does teacher identity play?
Title
Using the L1 in L2 teaching and learning. What role does teacher identity play?
Using the L1 in L2 teaching and learning. What role does teacher identity play?
Keywords: The L1 in L2 learning, teacher identity, discourse analysis
Authors
Dr. John Trent
The Hong Kong Institute of Education
Dr. John Trent
The Hong Kong Institute of Education
Bio Data
Dr. John Trent is an Assistant Professor in the Department of English at The Hong Kong Institute of Education. His research interests include teacher identity, discourse analysis, and teacher education.
Abstract
This article examines language teachers’ attitudes towards use of the first language (L1) in second language (L2) learning and teaching from the perspective of teacher identity. Drawing on a theory of identity as both experiential and relational, in-depth interviews are used to explore the perspectives of six pre-service English language teachers in Hong Kong who had recent experiences of medium of instruction (MOI) policies and their implementation within Hong Kong secondary schools during an eight-week teaching practicum. The results suggest that MOI issues presented significant challenges to the participants as they struggled with multiple identities at the institutional, interpersonal, and intrapersonal levels. Implications for language teacher education, the formation and implementation of policies towards use of the L1 in L2 teaching and learning, and future research are discussed.
This article examines language teachers’ attitudes towards use of the first language (L1) in second language (L2) learning and teaching from the perspective of teacher identity. Drawing on a theory of identity as both experiential and relational, in-depth interviews are used to explore the perspectives of six pre-service English language teachers in Hong Kong who had recent experiences of medium of instruction (MOI) policies and their implementation within Hong Kong secondary schools during an eight-week teaching practicum. The results suggest that MOI issues presented significant challenges to the participants as they struggled with multiple identities at the institutional, interpersonal, and intrapersonal levels. Implications for language teacher education, the formation and implementation of policies towards use of the L1 in L2 teaching and learning, and future research are discussed.
[private]
See page: 215-245
GDE Error: Error retrieving file - if necessary turn off error checking (404:Not Found)
[/private]Category: Main Editions, Volume 15 Issue 2
