USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS
Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, obse...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2023-10-01
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| Series: | TEFLIN Journal |
| Subjects: | |
| Online Access: | http://www.journal.teflin.org/index.php/journal/article/view/2218 |
| _version_ | 1797637360426418176 |
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| author | Binod Luitel Kamal Kumar Poudel Uma Nath Sharma Tek Mani Karki |
| author_facet | Binod Luitel Kamal Kumar Poudel Uma Nath Sharma Tek Mani Karki |
| author_sort | Binod Luitel |
| collection | DOAJ |
| description | Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2). |
| first_indexed | 2024-03-11T12:48:14Z |
| format | Article |
| id | doaj.art-f50ae48ec9c1476ebadb79f446dd7d3c |
| institution | Directory Open Access Journal |
| issn | 0215-773X 2356-2641 |
| language | English |
| last_indexed | 2024-03-11T12:48:14Z |
| publishDate | 2023-10-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj.art-f50ae48ec9c1476ebadb79f446dd7d3c2023-11-04T14:43:57ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412023-10-0134210.15639/teflinjournal.v34i2/245-263USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTSBinod Luitel0Kamal Kumar Poudel1Uma Nath Sharma2Tek Mani Karki3Tribhuvan UniversityTribhuvan UniversityTribhuvan UniversityTribhuvan UniversityDrawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2).http://www.journal.teflin.org/index.php/journal/article/view/2218English as a foreign/second languagelived experienceEnglish-basecognitive bridginglifeworld |
| spellingShingle | Binod Luitel Kamal Kumar Poudel Uma Nath Sharma Tek Mani Karki USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS TEFLIN Journal English as a foreign/second language lived experience English-base cognitive bridging lifeworld |
| title | USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS |
| title_full | USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS |
| title_fullStr | USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS |
| title_full_unstemmed | USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS |
| title_short | USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS |
| title_sort | uses of the first language in the english as a foreign second language classroom teachers views and arguments |
| topic | English as a foreign/second language lived experience English-base cognitive bridging lifeworld |
| url | http://www.journal.teflin.org/index.php/journal/article/view/2218 |
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