Abstract
Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.
Highlights
The use of languages other than the target one in the process of teaching and learning a second language (L2) has been viewed as a practice to be avoided since the time of the ‘Great Reform’ and especially under the influence of the Direct Method (V. Cook, 2001; Hall & Cook, 2012; Howatt, 1984)
In this changing environment, where major advances have been made in scholarly thought regarding the understanding of multilingualism and its development, this study focuses on adult Modern Greek second language education in Greece, where the audience is multilingual and multicultural
The present study investigated Modern Greek as a second language teachers’ views and perceived practices regarding the use of languages other than the target one when teaching adult learners
Summary
The use of languages other than the target one in the process of teaching and learning a second language (L2) has been viewed as a practice to be avoided since the time of the ‘Great Reform’ and especially under the influence of the Direct Method (V. Cook, 2001; Hall & Cook, 2012; Howatt, 1984). The use of languages other than the target one in the process of teaching and learning a second language (L2) has been viewed as a practice to be avoided since the time of the ‘Great Reform’ and especially under the influence of the Direct Method The tradition of monolingual teaching survived the overhaul of second language teaching methods during the 20th century. During this period, as Hall and Cook observed (2013: 278), limited reference was made to the role of other languages, and the issue had been marginalised in the relevant discourse. Students’ and teachers’ first languages (L1) have emerged as a valuable resource in teaching and learning Students’ and teachers’ first languages (L1) have emerged as a valuable resource in teaching and learning (Butzkamm & Caldwell, 2009; V. Cook, 2001; Cummins 2007; M. Turnbull & Dailey-O’Cain, 2009)
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