A curriculum in transition: TL/L1 use in Dutch EFL literature lessons
| Autor: | Marjon Tammenga-Helmantel, Jasmijn Bloemert, Amos Paran, Fenna Wolthuis |
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| Přispěvatelé: | Teaching and Teacher Education |
| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language integrated curricula First language Foreign language EFL literature Language and Linguistics LEARNERS USE Education Consistency (negotiation) secondary education Pedagogy 0501 psychology and cognitive sciences Curriculum target language use language-literature teaching TARGET LANGUAGE ENGLISH Transition (fiction) 05 social sciences 050301 education L1 Language acquisition Dilemma language acquisition FOREIGN-LANGUAGE CLASSROOMS Descriptive research Psychology 0503 education |
| Zdroj: | Language, Culture and Curriculum, 33(4), 335-350 |
| ISSN: | 1747-7573 0790-8318 |
| DOI: | 10.1080/07908318.2019.1697279 |
| Popis: | FL literature lessons in Dutch secondary education present a potential dilemma for teachers in terms of language use. On the one hand teachers are encouraged to support target language (TL) input and output to promote foreign language (FL) learning. On the other hand, the curricular culture in the Netherlands has historically stipulated that FL literature teaching should take place in the first language (L1). Furthermore, studies on TL/L1 use in FL lessons suggest teachers and students turn to L1 when discussing complex content such as a passages from a literary texts. As such, it is unknown what is currently happening regarding TL/L1 use during FL literature lessons in the Netherlands. Therefore, this descriptive study investigates how much and during which classroom activities TL/L1 were used in English as a foreign language (EFL) literature classrooms. Twenty-four lessons (four for each of six teachers) were video-recorded and TL/L1 use analysed. Results show that although students used mostly L1, teachers predominantly used TL, revealing them to be actively providing a language focus in EFL literature lessons. TL/L1 use by teachers and students differed between classrooms and individual lessons; TL/L1 choice was generally not determined by classroom activities but by teacher consistency and encouragement. |
| Databáze: | OpenAIRE |
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