Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom

In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students' practical command of spoken English, and, therefore, they also see the need to use English as a medium for t...

Full description

Saved in:
Bibliographic Details
Published inJournal of Asia TEFL Vol. 14; no. 4; pp. 587 - 604
Main Authors Choi, Tae-Hee, Leung, Constant
Format Journal Article
LanguageEnglish
Published Seoul Asia TEFL 01.12.2017
Subjects
Academic Achievement
Classroom communication
Classrooms
Code switching
Code Switching (Language)
Cognitive Style
Discourse analysis
Educational activities
Educational Assessment
Educational Resources
Emotional Development
English
English (Second Language)
English as a second language
English as a second language instruction
English Teachers
Foreign language learning
Formative evaluation
Grammar
Instructional Effectiveness
Korean language
Language Teachers
Learning Activities
Limited English Speaking
Linguistic Competence
Medium of instruction
Microteaching
Oral English
Periodicals
Reading Skills
Receptive Language
Second Language Instruction
Second Language Learning
Teaching
South Korea
Online AccessGet full text

Cover

More Information
Summary:In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students' practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students' first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1738-3102
2466-1511
DOI:10.18823/asiatefl.2017.14.4.1.587