Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings

Orland‐Barak, Lily; Yinon, Hayuta

doi:10.1080/07908310508668735

Cited by 29 publications

(35 citation statements)

References 22 publications

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“…81–82), building many scaffolding opportunities that rendered L2 input accessible to students (Lin & Wu, ; Meyer, ). The latter seemed to ring particularly true with low achievers (Meiring & Norman, ; Orland‐Barak & Yinon, ) because it helped them overcome the difficulty of performing what was expected by their teachers at L2 level and fill a linguistic gap for tasks requiring “greater proficiency” (Alegría de la Colina & del Pilar García Mayo, , p. 343). On an affective level, the L1 has also been found to provide a sense of security by allaying anxiety levels triggered by incomprehensible L2 input (Butzkamm & Caldwell, ; Kayaoğlu, ; Meyer, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Neokleous

2016

TESOL Journal

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This article challenges the widely held assumption in monolingual English as a foreign language (EFL) settings that students prefer their teachers to rarely use their mother tongue (MT)the language children initially learn in order to communicate. Through an examination of data derived from eight classrooms in four private language schools in Cyprus, the author identifies 16 speech acts performed by the students' exploitation of the first language (L1)-MT and L1 are used interchangeably-and unveils the students' overall stance toward MT classroom integration. The findings reveal that the participants did not perceive L1 usage in the EFL classroom as imposing a learning constraint, with the majority of them accentuating its benefits and admitting the impossibility of alienating it from the classroom. Although they opposed an L1 usage prohibition, the participants also stressed the necessity to improve the oral input of their second language-the language students learn in addition to their MT. Studies that explore the student voice, the article concludes, should form a productive starting point for important EFL research areas because they can foster awareness on issues that are considered important by learners but are undervalued by teachers (and vice versa).

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Section: Literature Reviewmentioning

confidence: 99%

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Neokleous

2016

TESOL Journal

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“…FL student teachers restrict their TL use to the same classroom situations according to Orland-Barak and Yinon (2005). They asked 14 student teachers in an Israeli university participating in an EFL methodology course on classroom discourse to reflect in a written assignment on L1/TL use in one of their lessons.…”

Section: Literature Backgroundmentioning

confidence: 99%

“…Few studies investigated student teachers' TL use (e.g. Bateman, 2008;Chambers, 2013;Macaro, 2001;Orland-Barak & Yinon, 2005;Tammenga-Helmantel & Mossing Holsteijn, 2016), making it a research field clearly underrepresented in foreign language teaching (FLT) and teacher education research.…”

Section: Introductionmentioning

confidence: 99%

Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective

Lopriore

2018

Language Teaching Research

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CLIL (Content and Language Integrated Learning) is a recent teaching approach widely adopted in numerous international contexts, especially in Europe where it was promoted as a way to promote language learning within the educational system. When implemented, CLIL predominantly involves subject content teachers using English to teach their subject. This has required the development of specific teacher education programs in Italy. This contribution illustrates how the teaching knowledge of both content and English language teachers is evolving as CLIL is implemented within Italian teacher education courses.

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“…Orland- Barak and Yinon (2005) explored the perspectives that (14) Arab and Jewish EFL student teachers adopted towards the use of L1 (mother tongue) and L2 (target language). The study was conducted within the context of student teachers' reflections on their classroom discourse during practice teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes towards Standard Arabic: A Case Study of Jordanian Undergraduate Students of English

Bani-Khaled

2014

IJL

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This qualitative study explored the attitudes of Jordanian learners of English towards Standard Arabic (henceforth SA) as a mother tongue. It sought to categorize the attitudes held among these students in terms of ranked themes. The sample participants of this study were selected from two major state universities in Jordan. All students were taking English major courses during the first semester of 2013-2014. The total number was (366) students from all year levels. The students were both female (n=275, %=75.1) and male (n=91, %=24.8) students and between (19-22) years old. Data was collected over a period of four weeks. The students' responses came through short-essay composition tasks, i.e. answering the question: How do you personally feel about Standard Arabic? The results showed that it was possible to identify at least ten themes under which students' attitudes could be categorized in ranking order. These categories were: (1) status and future of SA; (2) the lexical gap; (3) affective feelings; (4) intra-linguistic aspects of SA; (5) inter-cultural impact; (6) the religious dimension; (7) perceived imperialism; (8) identity 'crisis'; (9) losing faith in SA; and (10) literacy and education. These themes are discussed with particular reference to the context of Arab / Jordanian EFL learning.

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Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings

Cited by 29 publications

References 22 publications

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms

Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective

Attitudes towards Standard Arabic: A Case Study of Jordanian Undergraduate Students of English

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