1. English only? The linguistic choices
of teachers of young EFL learners
Presenter: Yin Jin Lin
Instructor: Dr. Pi-Ying Hsu
December 3, 2012
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2. Citation
Ofra Inbar-Lourie (2010). English only? The
linguistic choices teachers of young EFL learners.
International Journal of Bilingual,14(3), 351-367.
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4. Introduction
YLLs= young language learners.
TL= target language.
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5. Introduction
The pedagogy has tended to ignore bilingual
options endorsing a predominantly monolingual
policy, but the assumption are being contested.
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6. Introduction
Issues concerning mother-tongue use are
pertinent to teaching YLLs who are in the initial
stage of being introduced to a new language.
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7. Background
Israel where both Hebrew and Arabic are
official languages and English is the first
foreign language.
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8. Purpose
To gain insight into the linguistic choices or
EFL teachers in YLL context and the beliefs
that underline them, in comparison with findings
established for older learner populations.
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9. Research Questions
What are the L1 use patterns of teachers
teaching young EFL learners in terms of
1. frequency and purpose?
Can L1 use patterns be accounted for by
teachers’ beliefs?
2.
Can different tendencies be detected for
different first languages?
3.
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10. Literature Review
The learners’ first language plays a major role in
facilitating this transfer and instead of being
silenced needs a method that can activate and
capitalize.
(Cummins, 2008)
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11. Literature Review
The teachers’ role in YLL programs is viewed as
paramount, for it is the teacher who mediates
initial TL exposure and in put, as well as
introduces metalinguistic and intercultural
concepts.
(Edelenbos et al., 2006; Nikolov
& Curtain, 2000)
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12. Methodology
Each teacher was observed for at least 3
lessons.
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14. Methodology
Data were collected by 3 tools.
L1 use in different parts of the lessons. Activities
&
Different interactions
Teacher’s self-report are adapted from
73 item variable
a questionnaire and previous research.
Semi-structured were conducted in the Interviews about
language of the teacher’s choice. 45 minutes.
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16. Findings
Question 1. What are the L1 use patterns of teachers teaching
young EFL learners in terms of frequency and purpose?
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17. Findings
Teacher’s L1 can be divided into 3
broad categories.
Combined L1
Mostly L1 use Mostly TL use
And TL use
• Number 4 on • Number 3 on • Number 1 & 2
the continuum the continuum continuum
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18. Findings
RQ2. Can L1 use patterns be accounted for by
teachers’ beliefs?
RQ3. Can different tendencies be detected for
different first languages?
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19. Findings Mostly L1 use
Nigel Natasha
Using the L1 for
teaching YLLs is
imperative for
providing the child with
a “sense of achivement”.
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20. Findings Combined L1 and TL use
Rim Shula
Her role as promoting the Shula is well aware of the
affective factors, interests of her students
specifically in terms of and familiar with their
attitudes and self- background knowledge
confidence. In various areas.
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21. Findings Mostly TL use
Miri Eman
She is an avid believer in She rejects L1 needs to
the benefits of TL be utilized with young
exposure regardless of learners for creating
The learners’ age. empathy towards the
language.
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22. Discussion & Conclusion
The teacher’s interview unveiled 2 significant
differences.
Teacher in the study seem to be aware of the
1
amount of their L1 use.
Decisions whether to engage in massive L1
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or TL use seem to be premeditated.
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23. Discussion & Conclusion
Different L1 or ethnic background did
not differentiate between the teacher’s
linguistic practices thus substantiating
previous findings.
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24. Discussion & Conclusion
Future studies will need to look into such
processes by researching assign to L1
use and the classroom dynamics which
ensue.
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25. Reflection
The study let me learned many different
types of teachers’ teaching patterns,
and also provided some ways to think
about my future thesis.
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