Using the L1 in L2 teaching and learning: What role does teacher identity play?

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3 Citations (Scopus)

Abstract

This article examines language teachers’ attitudes towards use of the first language (L1) in second language (L2) learning and teaching from the perspective of teacher identity. Drawing on a theory of identity as both experiential and relational, in-depth interviews are used to explore the perspectives of six pre-service English language teachers in Hong Kong who had recent experiences of medium of instruction (MOI) policies and their implementation within Hong Kong secondary schools during an eight-week teaching practicum. The results suggest that MOI issues presented significant challenges to the participants as they struggled with multiple identities at the institutional, interpersonal, and intrapersonal levels. Implications for language teacher education, the formation and implementation of policies towards use of the L1 in L2 teaching and learning, and future research are discussed. Copyright © 2013 Asian EFL Journal.
Original languageEnglish
Pages (from-to)217-247
JournalThe Asian EFL Journal
Volume15
Issue number2
Publication statusPublished - Jun 2013

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Teaching
teacher
language
learning
Hong Kong
instruction
teacher attitude
English language
secondary school
interview
education
experience

Citation

Trent, J. (2013). Using the L1 in L2 teaching and learning: What role does teacher identity play? The Asian EFL Journal, 15(2), 217-247.

Keywords

  • The L1 in L2 learning
  • Teacher identity
  • Discourse analysis