The Potential Impact of Cultural and Educational Background on Foreign Language Teachers’ Use of the L1

Year 2018, Volume: 8 Issue: 1, 53 - 70, 02.01.2018

Blake Turnbull

Abstract

The majority of research on second language (L2) classroom code-switching has aimed to
identify the functions for which teachers choose to employ the first language (L1) and L2 in their
classroom, with little research investigating the underlying factors regulating these language
choices. This study employs classroom observations and semi-structured interviews to examine
teachers’ use of their students’ L1 in five multileveled tertiary foreign language (FL) classrooms
(Chinese, French, German, Japanese, and Spanish). It aims to determine the extent to which
teachers employ the L1, the reasons underpinning this usage, and what implications, if any, this
knowledge could have for L1 use in FL education in the future. The results suggest that the
cultural and educational backgrounds in which FL teachers were themselves educated may have
an influential effect on their teacher code-switching practices and pedagogical approach. The
author suggests the need for FL teachers to also consider their students’ needs and adjust their
practices accordingly as opposed to teaching based solely on their own L2 learning experiences. 

Keywords

First language, Foreign language, Teaching methodology, Code switching, Cultural background, Educational background

References

• Antón, M., & DiCamilla, F. J. (1999). Socio‐cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233–247. doi:10.1111/0026-7902.00018