This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
Do primary school children achieve better listening and reading skills when they start learning EFL in year 1 instead of year 3? Addressing this question this chapter sums up an empirical study investigating the EFL achievements of more than 6,500 primary school children in Germany. Data was collected in 2010 and 2012 as part of the interdisciplinary longitudinal research study Ganz In allowing for the comparison of two cohorts who differ in the length and quantity of early EFL instruction due to curricular changes: Whereas the 2010 cohort learned EFL for 2 lessons per week over 2 years (beginning at the age of ~8) the 2012 cohort learned EFL for two hours per week over 3.5 years (beginning at the age of ~6). In summary the fi ndings show that children with three and a half years of early EFL education demonstrated higher receptive achievements than children with 2 years of early EFL education. Independent of their mono-or multilingual backgrounds all learners seemed to benefi t from extending EFL education. The results of a multilevel regression analysis indicate that the language background of young learners cannot explain any variance in their receptive EFL achievements. Instead, their reading skills in German (the language of schooling) in addition to their socio-economic status and gender were identifi ed as factors.
This study investigates the receptive L2 proficiency of early and late starters in primary EFL education in the
German context. Thus, the L2 reading and listening proficiency of primary EFL learners was assessed at the end of primary
schooling in year 4 in two German federal states with different ages of onset. A special focus of the study is on indicators of
teaching quality as well as teacher qualification. The study did not find significant differences in the receptive L2 proficiency
between early starters and late startes. When controlling for teaching quality or teacher qualification the earlier age of onset
or increased amount of exposure did not explain variance in learners’ receptive EFL skills. However, supportive climate as an
aspect of teaching quality correlates positively and significantly with learners’ EFL proficiency. In addition, there is a small
advantage for children taught by teachers with a major in EFL.
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