Abstract
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.
Highlights
The guiding principle “as much L2 as possible, as little L1 as necessary” has been widely accepted for instructed foreign language learning (e.g., Butzkamm & Caldwell, 2009)
In view of the above considerations, the present study investigates primary English as a foreign language (EFL) teachers’ self-reported L1 and L2 use, with a special focus on teachers’ self-assessed L2 proficiency and professional qualification
The analysis found no significant differences for L1 use in L2-related classroom situations between the groups of teachers with different professional qualifications (code 1.1: χ2(2) = 2.717, p = .257; code 1.2: χ2(2) = 3.939, p = .140; code 1.3: χ2(2) = 3.338, p = .188; 1.4: χ2(2) = 1.623, p = .444; 1.5: χ2(2) = 3.382, p = .184; 1.4: χ2(2) = 3.117, p = .210)
Summary
The guiding principle “as much L2 as possible, as little L1 as necessary” has been widely accepted for instructed foreign language learning (e.g., Butzkamm & Caldwell, 2009). English as a foreign language (EFL) teachers’ use of the L1 in the L2 classroom can be explained by factors such as their L2 proficiency or beliefs (e.g., McMillan & Rivers, 2011). The present study was conducted in the German context of primary EFL education. It aims to explore in which situations primary EFL teachers report using the L1 (German) and the L2 (English). It investigates if more frequent use of the L2 is positively correlated to the teachers’ professional qualifications as well as their self-assessed L2 proficiency
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