A contextualised examination of target language use in the primary school foreign language classroom

David Robert CARLESS

Research output: Contribution to journalArticle

Abstract

This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers' own proficiency, experience and beliefs. Copyright © 2004 Monash University ePress.
Original languageEnglish
Pages (from-to)104-119
JournalAustralian Review of Applied Linguistics
Volume27
Issue number1
DOIs
Publication statusPublished - 2004

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foreign language
primary school
classroom
examination
language
teacher
Hong Kong
experience
Language Use
Foreign Language Classroom
Primary School
expert
Language

Citation

Carless, D. (2004). A contextualised examination of target language use in the primary school foreign language classroom. Australian Review of Applied Linguistics, 27(1), 104-119.

Keywords

  • Primary Education
  • English (Second language)
  • Classroom communication
  • Language proficiency
  • Language teachers
  • Language usage
  • Second language learning
  • Second language teaching
  • Teaching language
  • Case studies
  • Primary education