Primary school teachers' purposes and beliefs about the use of L1 in the EFL classroom
DOI:
https://doi.org/10.22297/2316-17952021v10e02124Keywords:
Primary Education. Second language instruction. Teacher role.Abstract
This research study analyses the purposes of the use of Spanish as first language (L1) in the English as Foreign Language (EFL) classroom in a primary school in Cadiz (Andalusia), Spain. The work involves a descriptive mixed-methods analysis in which data were collected mainly through systematic observation of EFL classes (N = 15) and teacher interviews (N = 2) during the academic year 2019-20. The results reveal (i) a high amount of L1 use by both teacher and learners; (ii) a remarkable number of interventions in L1; and (iii) an unmeaningful purpose of L1 use, among others. Final recommendations are provided on ways of using L1 in EFL teaching in primary education (6-12 years).
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