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

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

• Trent, John Gilbert The Hong Kong Institute of Education

The Asian EFL Journal, 15(2), 217-247, 2013

Busan, Korea

The Asian EFL Journal Press

2013

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

The L1 in L2 Learning Teacher Identity Discourse Analysis

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

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.]

• 英文

期刊論文

• 17381460

https://bibliography.lib.eduhk.hk/tc/bibs/9c7f5231

2015-03-25