Skip to main content
SpringerLink
Log in

L1 Use in the Foreign Language Primary Classroom—Pre-service Teachers’ Beliefs and Practices

  • Chapter
  • First Online:
Working with Text and Around Text in Foreign Language Environments

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Student teachers’ beliefs and practices regarding the use of L1 in a foreign language primary classroom were examined. A group of 34 Polish BA students were studied on three different occasions: before observation practice, after observation practice and during their own teaching practice. Changes in opinions, triggered by formal instruction and reflective observation, were observed. However, the challenge of conducting a lesson on their own proved too overwhelming for some trainees to implement their principles in real life. The issue of L1/L2 use by learners is outside the scope of this study.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alderson, P. (2008). Children as researchers: Participants rights and research methods. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (pp. 276–289). London: Routledge Falmer.

    Google Scholar 

  • Atkinson, D. (1993). Teaching monolingual classes. Harlow: Pearson English Language Teaching.

    Google Scholar 

  • Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290–303.

    Article  Google Scholar 

  • Blondin, C., Chandelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., & Taeschner, T. (1998). Foreign languages in primary and pre-school education: Context and outcomes. A review of recent research within the European Union. London: Centre for Information on Language Teaching and Research.

    Google Scholar 

  • Brown, H. D. (2000). Principles of language learning and teaching. Harlow: Longman.

    Google Scholar 

  • Brumfit, C., Moon, J., & Tongue, R. (Eds.). (1991). Teaching English to children: From practice to principle. Harlow: Longman.

    Google Scholar 

  • Butler, Y. G. (2009). Issues in the assessment and evaluation of English language education at the elementary school level: Implications for policies in South Korea, Taiwan, and Japan. Journal of Asia TEFL, 6(2), 1–31.

    Google Scholar 

  • Butler, Y. G. (2014). The role of parental socio-economic status in young Learners’ English learning: The case of South Korea. In Keynote Lecture Presented at Early Language Learning: Theory and Practice Conference, Umeå University, Sweden [Video file]. Retrieved from http://www.mos.umu.se/ell2014/yuko_goto_butler2.mp4

  • Butzkamm, W. (2003). We only learn language once. The role of mother tongue in FL classroom: Death of dogma. Language Learning Journal, 28, 29–39.

    Article  Google Scholar 

  • Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105–112.

    Article  Google Scholar 

  • Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Collingham, M. (1988). Making use of students’ linguistic resources. In S. Nicholls & E. Hoadley-Maidment (Eds.), Current issues in teaching English as a second language to adults (pp. 81–85). London: Edward Arnold.

    Google Scholar 

  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 57(3), 402–423.

    Article  Google Scholar 

  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching and assessment. Cambridge: Cambridge University Press.

    Google Scholar 

  • Deller, S., & Rinvolucri, M. (2002). Using the mother tongue. London, Addlestone: ETP, Delta.

    Google Scholar 

  • Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193–220.

    Article  Google Scholar 

  • Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54, 227–275.

    Article  Google Scholar 

  • Ellis, G., Brewster, J., & Girard, D. (2002). The primary English teacher’s guide. Harlow: Penguin English.

    Google Scholar 

  • Enever, J. (Ed.). (2011). ELLiE. Early language learning in Europe. London: British Council.

    Google Scholar 

  • Enever, J., & Moon, J. (2010). A global revolution? Teaching English at primary school. British Council seminar delivered on November 5 [Video file]. Retrieved from http://www.teachingenglish.org.uk/article/a-global-revolution-teaching-english-primary-school

  • Enever, J., Moon, J., & Raman, U. (2009). Young learner English language policy and implementation: International perspectives. Reading, UK: Garnet Education/IATEFL.

    Google Scholar 

  • Gabrielatos, C. (2001). L1 use in ELT: Not a skeleton, but a bone of contention. Bridges, 6, 33–35.

    Google Scholar 

  • Gabryś-Barker, D. (2012). Reflectivity in pre-service teacher education: a survey of theory and practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.

    Google Scholar 

  • Gardner, R. C. (2011). Language learning motivation: The student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6(1), 1–18.

    Google Scholar 

  • Graddol, D. (1997). The future of English. London: British Council.

    Google Scholar 

  • Graddol, D. (2006). English next. London: British Council.

    Google Scholar 

  • Graddol, D. (2010). English next India: The future of English in India. London: British Council.

    Google Scholar 

  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308.

    Article  Google Scholar 

  • Hall, G., & Cook, G. (2013). Own-language use in ELT: exploring global practices and attitudes. London: British Council.

    Google Scholar 

  • Halliwell, S. (1992). Teaching English in the primary classroom. London: Longman.

    Google Scholar 

  • Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal, 46(4), 350–355.

    Article  Google Scholar 

  • Johnstone, R. M. (2002). Addressing ‘the age factor’: Some implications for languages policy. Strasbourg: Council of Europe.

    Google Scholar 

  • Kafes, H. (2011). A neglected resource or an overvalued illusion: L1 use in the foreign language classroom. International Journal on New Trends in Education and their Implications, 2(2), 128–140.

    Google Scholar 

  • Kennedy, C., & Jarvis, J. (Eds.). (1991). Ideas and issues in primary ELT. Walton on Thames: Nelson.

    Google Scholar 

  • Komorowska, H. (2012). The Teacher Training Colleges Project in Poland. In C. Tribble (Ed.), Managing Change in English Language Teaching (pp. 147–152). London: British Council.

    Google Scholar 

  • Komorowska, H. (2014). Analyzing linguistic landscapes. A diachronic study of multilingualism in Poland. In A. Otwinowska & G. De Angelis (Eds.), Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives (pp. 19–31). Bristol: Multilingual Matters.

    Google Scholar 

  • Krashen, S. D. (1985). The input hypothesis: Issues and implications (Vol. 1985). London: Longman.

    Google Scholar 

  • Kubanek-German, A. (1998). Primary foreign language teaching in Europe–trends and issues. Language Teaching, 31(4), 193–205.

    Article  Google Scholar 

  • Lynch, T. (1996). Communication in the language classroom. Oxford: Oxford University Press.

    Google Scholar 

  • Macaro, E. (2001). Analysing student teachers’ codes witching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548.

    Article  Google Scholar 

  • McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251–263.

    Article  Google Scholar 

  • Medgyes, P. (1999). The non-native teacher. Munchen: Hueber.

    Google Scholar 

  • Moon, J. (2000). Children learning English. Oxford: Macmillan.

    Google Scholar 

  • Muñoz, C. (2006). The effects of age on foreign language learning: The BAF project. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 1–40). Clevedon: Multilingual Matters.

    Google Scholar 

  • Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1), 1–35.

    Article  Google Scholar 

  • Murphy, V. (2014). Second language learning in the early schools years: Trends and contexts. Oxford: Oxford University Press.

    Google Scholar 

  • Nikolov, M. (2007). Early modern foreign language programmes and outcomes: Factors contributing to achievements of Hungarian learners. In Keynote Lecture Presented at TeMoLaYoLe Conference, University of Pécs, Hungary.

    Google Scholar 

  • Nikolov, M., & Curtain, H. (Eds.). (2000). An early start: Young learners and modern languages in Europe and beyond. Strasbourg: Council of Europe.

    Google Scholar 

  • Nikolov, M., & Mihaljević Djigunović, J. (2006). Recent research on age, second language acquisition, and early foreign language learning. Annual Review of Applied Linguistics, 26, 234–260.

    Article  Google Scholar 

  • Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119.

    Article  Google Scholar 

  • Nikolov, M., & Mihaljević Djigunović, J. (2014). Adding new hues to the ELL rainbow. In Keynote Lecture Presented at Early Language Learning: Theory and Practice Conference, Umeå University, Sweden [Video file]. Retrieved from http://www.mos.umu.se/ell2014/jelena_marianne2.mp4

  • Park, J. K. (2009). ‘English fever’ in South Korea: Its history and symptoms. English Today, 25(1), 50–57.

    Article  Google Scholar 

  • Park, S. M. (2013). The use of students’ first language in the EFL classroom in Korea. Humanising Language Teaching, 15(2). Retrieved from http://www.hltmag.co.uk/apr13/sart08.htm

  • Phillipson, R. (1992). ELT: the native speaker’s burden? ELT Journal, 46(1), 12–18.

    Article  Google Scholar 

  • Piasecka, K. (1988). The bilingual teacher in the ESL classroom. In S. Nicholls & E. Hoadley-Maidment (Eds.), Current issues in teaching English as a second language to adults (pp. 97–117). London: Edward Arnold.

    Google Scholar 

  • Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 737–758.

    Article  Google Scholar 

  • Prodromou, L. (2000). From mother tongue to other tongue. TESOL Greece Newsletter, 67, 7–8.

    Google Scholar 

  • Rixon, S. (1992). English and other languages for younger children: Practice and theory in a rapidly changing world. Language Teaching, 25(2), 73–93.

    Article  Google Scholar 

  • Rixon, S. (2000). Collecting eagle’s eye data on the teaching of English to young learners: The British council overview. In J. Moon & M. Nikolov (Eds.), Research into teaching English to young learners (pp. 153–167). Pécs: University of Pécs Press.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126). New York: Basic Books.

    Google Scholar 

  • Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman.

    Google Scholar 

  • Tardif, C. (1994). Classroom Teacher Talk in Early Immersion. Canadian Modern Language Review, 50(3), 466–81.

    Google Scholar 

  • Thornbury, S. (2000). Letters to the editor. IATEFL Issues, 155, 28.

    Google Scholar 

  • van Lier, L. (2014). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Routledge.

    Google Scholar 

  • Walsh, S. (2006). Investigating classroom discourse. London: Routledge.

    Google Scholar 

  • Weschler, R. (1997) Uses of Japanese (L1) in the English classroom: Introducing the functional-translation method. The Internet TESL Journal, 3(11), November 1997. Retrieved from http://iteslj.org/Articles/Weschler-UsingL1.html

Download references

Author information

Authors and Affiliations

  1. John Paul II University of Lublin, Lublin, Poland

    Małgorzata Tetiurka

Authors
  1. Małgorzata Tetiurka
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Małgorzata Tetiurka .

Editor information

Editors and Affiliations

  1. Maria Curie-Sklodowska University, Lublin, Poland

    Halina Chodkiewicz

  2. John Paul II Catholic University of Lubl, Lublin, Poland

    Piotr Steinbrich

  3. Maria Curie-Sklodowska University, Lublin, Poland

    Małgorzata Krzemińska-Adamek

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Tetiurka, M. (2016). L1 Use in the Foreign Language Primary Classroom—Pre-service Teachers’ Beliefs and Practices. In: Chodkiewicz, H., Steinbrich, P., Krzemińska-Adamek, M. (eds) Working with Text and Around Text in Foreign Language Environments. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-33272-7_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-33272-7_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-33271-0

  • Online ISBN: 978-3-319-33272-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation