Abstract :
As much L2 as possible, as little L1 as necessary – this guiding principle has been widely accepted for instructed foreign language learning. Proponents argue, e.g., that L1 use can support learning the L2. In contrast, there is the danger of teachers overusing the L1 and thus disadvantaging their learners. Prior studies found negative correlations between frequent L1 use and students’ L2 proficiency. Thus, L2 teachers ought to decide deliberately in which situations and for what purposes they revert to the L1 (e.g., individual support). Teachers’ L1 use in the L2 classroom can be explained by factors such as their L2 proficiency or beliefs. Studies investigating out-of-field L2 teachers, i.e. teachers who did not major in the L2, found that they use the L2 less frequently, have a lower L2 proficiency, and feel insecure in using the L2.
The aim of the current study was to explore for the German context in which situations primary L2 teachers use the L1 (German) and the L2 (English), and to analyze if a more frequent use of the L2 is positively correlated with teachers’ L2 proficiency. To this end, primary teachers teaching English in year 4 (n = 844) were surveyed in 2017. L2 use was assessed through a four-point Likert scale comprising 16 Items on various classroom situations. Additionally, teachers described their L1 use in the L2 classroom (open question). Finally, teachers self-assessed their L2 proficiency by dis-/agreeing to CEFR descriptors. Findings indicate a variation of situations in which teachers use the L1 in the classroom. Results also show that a higher qualification of primary L2 teachers is linked to higher L2 proficiency as well as more frequent L2 use in the classroom – and vice versa. The talk will discuss implications of the study for primary L2 teacher education.
