The policy and practice of teacher target language use in post-primary foreign language classrooms in Ireland

Abstract

The theory and practice of language education are not always aligned. Best practice as described in the literature and prescribed in policy does not necessarily make it into the classroom. This paper discusses one aspect of language teaching, classroom target language use, and investigates the relationship between policy and practice in post-primary German language classrooms in Ireland. The study uses a mixed methods approach to empirically investigate the use of the target language as prescribed by policy makers, reported by teachers and observed in the classroom. First, relevant documents including the German syllabus and school inspection reports were analysed and semi-structured interviews were conducted with German teacher trainers. Secondly, a questionnaire regarding teacher language use was sent to all schools in Ireland where German is taught and was distributed at events of the German Teachers’ Association of Ireland (GDI). Thirdly, 19 German classes given by six different teachers were observed, recorded, transcribed and analysed for target language use. The results of this study highlight some discrepancies between the prescribed, self-reported and observed use of the target language in second level German classes and it is suggested that the lack of a consistent guidelines for teachers results in lower level of target language use.