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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Teachers’ Classroom Language Use: Rabbidge & Chappell 2014

The teaching of English as a foreign language in South Korean public schools has seen the implementation of a number of new innovations. One such innovation, the teaching of English through English, dubbed TETE, is a government-initiated policy that requires public schools to teach English by only using English. Nevertheless, studies reveal that teachers are not implementing the policy. The current study, through a series of observations and interviews, ascertained that teachers were not implementing the government policy at the elementary-school level due to a conflict in government decrees, making it difficult for them to teach English by only using English while maintaining student motivation to learn English. The study reveals the importance that teachers place on the belief that motivation needs to be maintained at all costs, even superseding the need to maximize target language exposure. The paper calls for further studies of teachers who have established techniques to maintain student motivations for learning the target language while teaching exclusively in the target language, as well as touching upon the idea of the need for an alternative to the TETE policy.

Shona Whyte's insight:

Interesting analysis of classroom use of L1 and TL by Korean elementary school teachers, who seem to be resisting official guidelines by using L1 to maintain motivation.

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Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction | Hancock McDonald ELT

Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction | Hancock McDonald ELT | TELT | Scoop.it
TESOL Quarterly vol 31, No 2. Summer 1997Mark Hancock

 

This article examines the code switching that goes on during group work in language classes in which the learners share an L1. The author argues that the discourse produced in these circumstances is layered as a result of the participants' oscillating between a literal and a nonliteral frame (Goffman, 1974). Discourse produced in the literal frame is termed off-record and is concerned with negotiation between the learners. Discourse in the literal frame is on-record and is performed to be overheard by a referee (a potential L2 audience). The author suggests that the significance of language choice behaviour differs across these two levels, and teachers concerned with increasing the quantity and quality of L2 production in group work must take this difference into account.

Shona Whyte's insight:

Codeswitching in the second language classroom - L1 or L2, when and why?

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Codeswitching among ELF couples: Pietikäinen

Codeswitching among ELF couples: Pietikäinen | TELT | Scoop.it

by Kaisa PietikäinenYou know those moments when you’re speaking English (as a lingua franca, or ELF), and all of a sudden your mind goes blank? You know the word you’re looking for, but you just ca...

Shona Whyte's insight:

Accessible discussion of findings with links to original articles.

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