When EFL teachers perform L2 and L1 in the classroom, what happens to their sense of self

Forman, SR

When EFL teachers perform L2 and L1 in the classroom, what happens to their sense of self

Forman, SR

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Publisher:: T E S L - E J
Publication Type:: Journal Article
Citation:: TESL-EJ: The Electronic Journal for English as a Second Language, 2015, 19 (2), pp. ? - ? (20)
Issue Date:: 2015-08

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Field	Value	Language
dc.contributor.author	Forman, SR	en_US
dc.date.issued	2015-08	en_US
dc.identifier.citation	TESL-EJ: The Electronic Journal for English as a Second Language, 2015, 19 (2), pp. ? - ? (20)	en_US
dc.identifier.issn	1072-4303	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37641
dc.description.abstract	We often hear from speakers of L2 that they ‘feel different’ when communicating through the medium of an additional language. While there has been much exploration of L2- mediated identity development in naturalistic settings, there is very little conducted within the instructed learning environment of EFL. The present study explores how nine teachers of English in Thailand (eight Thai and one Anglo-Australian) perceived their classroom performance of both first and second language. Through observation and interview, the study finds that teachers perceived that their classroom roles differed markedly according to whether they spoke in L1 or L2, and that what was opened up or closed down by L2 was influenced by a teacher’s personal experience, as well as by their perception of a particular language’s structure and its discursive status in the world.	en_US
dc.publisher	T E S L - E J	en_US
dc.relation.ispartof	TESL-EJ: The Electronic Journal for English as a Second Language	en_US
dc.title	When EFL teachers perform L2 and L1 in the classroom, what happens to their sense of self	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	19	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	19	en_US

Abstract:

We often hear from speakers of L2 that they ‘feel different’ when communicating through the medium of an additional language. While there has been much exploration of L2- mediated identity development in naturalistic settings, there is very little conducted within the instructed learning environment of EFL. The present study explores how nine teachers of English in Thailand (eight Thai and one Anglo-Australian) perceived their classroom performance of both first and second language. Through observation and interview, the study finds that teachers perceived that their classroom roles differed markedly according to whether they spoke in L1 or L2, and that what was opened up or closed down by L2 was influenced by a teacher’s personal experience, as well as by their perception of a particular language’s structure and its discursive status in the world.

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http://hdl.handle.net/10453/37641