Abstract
This research attempted to explore the language patterns of teachers of varying linguistic backgrounds teaching English as a foreign language (EFL) to young learners. In particular it examined the teachers’ use of the students’ first language (L1). The sample included six teachers teaching EFL to young learners in Hebrew and Arabic medium schools. Results reveal diverse use patterns, some of which differ from those previously found in older learner populations, and can be attributed to the teachers’ personal pedagogical beliefs and assumptions regarding the goals of young learner programs and the role of L1 use.
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