Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

被引:27
作者
Brevik, Lisbeth M. [1 ]
Rindal, Ulrikke [1 ]
机构
[1] Univ Oslo, Dept Teacher Educ & Sch Res, English Didact, Oslo, Norway
关键词
READING-COMPREHENSION; ENGLISH; STRATEGIES; PERSPECTIVE; INSTRUCTION; L1;
D O I
10.1002/tesq.564
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Recent trends in language education have promoted the use of students' linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons (N = 60) of naturally occurring instruction over time, with a survey of students' (N = 179) experiences of their teachers' language practices. The study reports how languages were used and perceived in seven classrooms across Grades 9-10. Findings indicate three main patterns. First, there was considerable variation in language use in these classrooms, which seemed dependent on the teacher rather than students and school. Second, there was hardly any use of languages other than the language of schooling (Norwegian) and the target language (English), but a few references to linguistic repertoires signalled a focus on multilingualism in some classrooms. Third, survey data indicate that students perceived teachers' use of Norwegian, regardless of amount, helpful. The study demonstrates teachers' and students' balancing of target language exposure with the need for other languages, even with extensive variation in the use of English and Norwegian and infrequent references to students' other linguistic repertoires in most classrooms.
引用
收藏
页码:925 / 953
页数:29
相关论文
共 52 条
[1]  
[Anonymous], ACTA DIDACTICA NORGE
[2]  
[Anonymous], 1999, How people learn: Mind, experience and school
[4]  
Blikstad-Balas M, 2017, INT J RES METHOD EDU, V40, P511, DOI 10.1080/1743727X.2016.1181162
[5]  
Brevik L. M., 2015, THESIS
[6]   Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2 [J].
Brevik, Lisbeth M. .
READING AND WRITING, 2019, 32 (09) :2281-2310
[7]   Gamers, Surfers, Social Media Users: Unpacking the role of interest in English [J].
Brevik, Lisbeth M. .
JOURNAL OF COMPUTER ASSISTED LEARNING, 2019, 35 (05) :595-606
[8]   Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes [J].
Brevik, Lisbeth M. .
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 2017, 61 (01) :76-94
[9]   Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging [J].
Canagarajah, Suresh .
MODERN LANGUAGE JOURNAL, 2011, 95 (03) :401-417
[10]  
Canagarajah Suresh., 2013, TRANSLINGUAL PRACTIC