Euskararen eta gaztelaniaren erabilera ingeleseko irakaskuntza-saioetan

  1. Arocena Egaña, Elizabet
Journal:
Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

ISSN: 0214-9753

Year of publication: 2018

Volume: 30

Issue: 1

Pages: 37-55

Type: Article

DOI: 10.1387/TANTAK.19825 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

Sustainable development goals

Abstract

This study addresses the presence and role of L1 and L2 in the L3 classroom in a time when code-switching is still viewed as detrimental for language acquisition. This study was carried out in the multilingual context of the Basque Country where beliefs on language separation are strongly rooted. Despite the growing number of studies emphasizing the potential that the systematic and functional use of L1 in foreign language teaching might have, language education in multilingual settings is still ruled by the monolingual assumptions dominant for many years. Data for this study was collected through the medium of a week-long observation of English foreign language lessons and lessons through the medium of English (EMI) and also through interviews of the English language teachers. In addition, background information on students was collected through the means of questionnaires. The participants in this study were two secondary school teachers, from two different schools, and their 134 students. The analysis of the data shows that both teachers and students use the L1 and L2 in the L3 classroom to a certain extent and that it is for a purpose and with a function. The results also show that teachers, through their experience, start seeing the pedagogical benefits of breaking the monolingual barriers.

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Data source: Dialnet