Investigating the Teachers’ Perceptions toward the Use of L1 in Teaching English
This study explores the teachers’ perceptions of using the first language (L1) when teaching English. The conceptual work of literature review is applied as the research method. This means previous works were analysed to investigate teachers’ perceptions toward the L1 use in teaching English. The result shows that the L1 can be used in teaching grammar, vocabulary, and giving instructions. Teachers are also divided into three positions in perceiving the use of L1 in teaching English, which are the virtual, maximal, and optimal position. Therefore, teachers might use this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define the use of L1 in teaching English.
Afzal, S. (2013). Using of the first language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846-1854. Retrieved from http://www.irjabs.com/files_site/paperlist/r_918_130610221030.pdf
Ahmad, B. H. (2009). Teachers’ code-switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. Retrieved from https://files.eric.ed.gov/fulltext/EJ1082375.pdf
Al-Nofaie, H. (2010). The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools: A case study. Novitas-Royal (Research on Youth and Language), 4(1), 64-95. Retrieved from http://www.novitasroyal.org/archives/vol-4-issue-1
Asmari, A. R. A. (2014). Teachers’ perceptions about the use of mother tongue in Saudi EFL university classrooms: A gender-line investigation. Theory and Practice in Language Studies, 4(10), 2066-2075. doi: 10.4304/tpls.4.10.2066-2075
Bateman, B. E. (2008). Student teachers’ attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41(1), 11-28. doi: 10.1111/j.1944-9720.2008.tb03277.x
Bryman, A. (2016). Social research methods. Oxford: Oxford University Press.
Cheng, X. (2013). Research on Chinese college English teachers’ classroom code-switching: Beliefs and attitudes. Journal of Language Teaching and Research, 4(6), 1277-1284. doi: 10.4304/jltr.4.6.1277-1284
Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423. doi: 10.3138/cmrl.57.3.402
Corcoran, J. (2009). Rethinking L1 use in the ESL/EFL classroom. Teachers of English as a Second Language of Ontario, 35(1), 8-13. Retrieved from http://www.teslontario.org
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/19743
Debreli, E. (2016). Perceptions of non-native EFL teachers’ on L1 use in L2 classrooms: Implications for language program development. English Language Teaching, 9(3), 24-32. doi: 10.5539/elt.v9n3p24
Denscombe, M. (2014). The good research guide for small scale research project. Berkshire: Open University Press.
Febrianingrum, A. (2014). The use of first language in teaching speaking for the second-grade students of marketing department at SMKN 1 Banyudono in 2013/2014 academic year (Doctoral dissertation). Retrieved from http://eprints.ums.ac.id/eprint/28608
Forman, S. (2008). Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand. Linguistics and Education, 19(4), 319-332. doi: 10.1016/j.linged.2008.07.001
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308. doi: 10.1017/S0261444812000067
Hidayati, I. N. (2012). Evaluating the role of L1 in teaching receptive skills and grammar in EFL classes. Indonesian Journal of Applied Linguistics, 1(2), 17-32. doi: 10.17509/ijal.v1i2.82
Hlas, A. C. (2016). Secondary teachers’ language usage: Beliefs and practices. Hispania, 99(2), 305-319. doi: 10.1353/hpn.2016.0060
Horng, J-S., Hong, J-C., ChanLin, L-J., Chang, S-H., & Chu, H-C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358. doi: 10.1111/j.1470-6431.2005.00445.x
Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open Applied Linguistics Journal, 3(10), 10-23. Retrieved from https://pdfs.semanticscholar.org/60d7/b99e68c8f4710279a16b0005317ca7c66b3d.pdf
Krashen, S. D. (1987). Principles and practice in second language acquisition. London: Prentice-Hall International Ltd.
Latsanyphone, S., & Bouangeune, S. (2009). Using L1 in teaching vocabulary to low English proficiency level students: A case study at the National University of Laos. English Language Teaching, 2(3), 186-193. Retrieved from https://eric.ed.gov/?id=EJ1083092
Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. doi: 10.1080/07908318.2014.1000926
Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring optimal use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35-49). Bristol, UK: Multilingual matters.
Machaal, B. (2012). The use of Arabic in English classes: A teaching support or a learning hindrance. Arab World English Journal, 3(2), 194-232. Retrieved from http://www.awej.org/images/AllIssues/Volume3/Volume3Number2June2012/9abs.pdf
Manara, C. (2007). The use of L1 support: Teachers’ and students’ opinions and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178. Retrieved from https://www.researchgate.net/profile/Christine_Manara/publication/262183454_The_Use_of_L1_Support_Teachers’_and_Students’_Opinions_and_Practices_in_an_Indonesian_Context/links/0c960536e342316ea2000000.pdf
McLoughlin, C., & Marshall, L. (2000, February). Scaffolding: A model for learner support in an online teaching environment. In Flexible futures in tertiary teaching. Proceedings of the 9th Annual Teaching Learning Forum (Vol. 2, No. 4). Perth: Curtin University of Technology. Retrieved from http://www.c3l.uni-oldenburg.de/cde/support/readings/loughlin2.ht
Mishra, P. (2010). Challenges and problems in the teaching of grammar. Language in India, 10(2), 175-187. Retrieved from http://languageinindia.com/feb2010/
Rubdy, R. (2007). Singlish in the school: An impediment or a resource? Journal of Multilingual and Multicultural Development, 28(4), 308-324. doi: 10.2167/jmmd459.0
Sali, P. (2014). An analysis of the teachers’ uses of L1 in Turkish EFL classrooms. System, 42(4), 308-318. doi: 10.1016/j.system.2013.12.021
Shabir, M. (2017). Student- teachers’ beliefs on the use of L1 in EFL classrooms: A global perspective. English Language Teaching, 10(4), 45-52. doi: 10.5539/elt.v10n4p45
Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11(1-2), 80-87. Retrieved from https://www.nelta.org.np/uploads/images/files/Nelta%20Journal/2006.pdf#page=8
Sharpe, T. (2001). Scaffolding in action: Snapshots from the classroom. In J. Hammond (Eds.), Scaffolding: Teaching and learning in language and literacy education (pp. 31-48). NSW: Primary English Teaching Association.
Silvani, D. (2014). The use of first language in English classroom (Master thesis). Retrieved from https://www.academia.edu/9732878/THE_USE_OF_FIRST_LANGUAGE_IN_ENGLISH_CLASSROOM
Stern, H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The use of the first language. Language Teaching Research, 4(3), 251-274. doi: 10.1177/136216880000400304
Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. Retrieved from http://www.hkenglish.com/resources/blog/files/category-li-teaching.html
Turnbull, M.(2001. There is a role for the L1 in second and foreign language teaching. The Canadian Modern Language Review, 57(4), 532-540. doi: 10.3138/cmlr.57.4.531
Turnbull, M., & Arnett, K. (2002). Teachers’ use of the target language and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22(1), 204-208. doi: 10.1017/S0267190502000119
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Woolfolk, A., & Margetts, K. (2016). Educational psychology. In M. Gindidis, S. Phillipson, M. Pruyn, & P. Thanh (Eds.), Understanding learning and learners (pp. 31-185). Melbourne, VIC: Pearson Australia.
Wu, S. (2018). Using the first language in the second language acquisition (Master thesis). Retrieved from https://dspace.library.uvic.ca/handle/1828/9268
Zacharias, N. T. (2004). Teachers’ beliefs about the use of the students’ mother tongue: A survey of tertiary English teachers in Indonesia. English Australia Journal, 22(1), 44-52. Retrieved from https://search.informit.com.au/documentSummary;dn=489125312133615;res=IELHSS
Article StatisticAbstract view : 125 times
PDF views : 189 times
How To Cite This :
- There are currently no refbacks.
Copyright (c) 2021 Dodi Widia Nanda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.