International Language Symposium Brno 1 3 June 2017

International Language Symposium Brno, 1 -3 June 2017 L 1 use in the foreign language primary classroom – pre-service teachers beliefs and practices Małgorzata Tetiurka John Paul II Catholic University of Lublin

Presentation outline n n n Background to study Justification of research Aims of the research project Design of the study Research findings and discussion

Contextualizing the problem n interest in TEYL growing rapidly n 1991 - 'Young learners are only just beginning to be socialised into the international world of formal education’ (Brumfit in Kennedy, C. & Jarvis, J. Ideas and issues in primary ELT) n 2014 - English villages (Butler 2014) n early start policy in Poland as part of a global trend (from 2008 to 2017)

Contextualizing the problem n concerns about quality of teaching (Enever and Moon 2009: 10, Nikolov 2000: 36) n insufficient theoretical framework for TEYL – combining primary education with mainstream ELT methodologies (Brumfit, Moon and Tongue 1991, Kennedy and Jarvis 1991) n ’a hybrid and somewhat ad hoc framework’ (Cameron 1994: 28) n “teachers of language and teachers of children” (Brewster, Ellis and Girard 2002) n children as active recipients of instruction

Contextualizing the problem n concerns about quality of training - theory vs practice = teacher beliefs vs classroom reality and practices n pre-service teachers’ pre-conceptions of teaching

Uniqueness of language classroom n linguistic forms are the aim of a lesson and the means of achieving those aims (Walsh 2006: 3) n 'the vehicle and object of instruction' (Long 1983: 9) n 'Learning arises not through interaction but in interaction' (Ellis 2000) n choice of language may construct or obstruct learning opportunities (Walsh 2002, 2011)

On L 1 n since the Great Reform in the 19 th century second most debated issue in ELT (Butzkamm 2003) n 'a neglected resource' Atkinson (1987, 1993) – restricted and principled use in accuracy oriented tasks n 'a skeleton in the closet' (Prodromou 2000) n 'a bone of contention' (Gabrielatos 2001) n 'there is little point in trying to stamp it out completely' (Harmer 2001) n death of dogma (Butzkamm 2003) n call for judicious use of L 1 (Ferrer 2008) n Translation in Language Teaching (Guy Cook 2010) n Translation and Own-language Activities (Phillip Kerr 2014)

The undebatable n using L 2 for routine classroom procedures, uncomplicated instructions and classroom small talk generally perceived as being beneficial to foreign language acquisition, especially in low-exposure contexts (Atkinson 1993, Butzkamm 2003, Cook 2001, Enever 2011, Ferrer 2011, Grim 2010, Hall and Cook 2012, Macaro 2001, Nikolov 2007, Nikolov and Curtain 2000, Nikolov and Djigunovic 2006, 2014, Rixon 2000, Walsh 2006)

Research on L 2 use n Research shows that greater use of the target language by the treacher results in higher L 2 proficiency levels in the pupils (e. g. Curtain 2000: 101) BUT n IBE (Educational Research Institute) reports Ø 2015 – 25% Polish lower secondary students claim their English lessons are conducted mainly in Polish (does not match numbers reported by teachers)

Research on L 2 use in Polish primary schools BENJA (Muszyński, Campfield, Szpotowicz, IBE 2015) n communication monopolised by teachers n mainly in Polish, despite teachers' reporting limited use of L 1 n varied patterns ( form almost entirely in L 1 to almost entirely in L 2) n not dependent on the level n quality an issue

Justification of research • little data on the extent and purpose of own-language use in ELT primary classrooms • a potential gap between mainstream ELT literature and teachers’ practices on the ground (Hall and Cook, 2013) • lack of understanding of the attitudes practising teachers hold towards own-language use

Research questions RQ 1 What are trainee teachers' views on L 1/L 2 classroom language use ? (T 1 & T 2) RQ 2 (How)Are trainee teachers’ beliefs reflected in their own teaching? RQ 3 How do trainee teachers' views on L 1/L 2 classroom language use develop/change with time?

Teachers' beliefs – a 'messy construct' (Fives & Buehl 2012) n Complex, multifaceted, varied n Implicit and explicit n Deep-rooted beliefs may be stronger than methodologies advocated by courses or coursebooks n Frequent incongruence of belief and practice n Inconsistencies between beliefs and classroom practices possibly caused by contextual factors (Borg 2006) n Teachers' beliefs closely connected to context or school's culture (Sato and Kleinsasser, 2004)

THE STUDY: participants n 34 Polish pre-service teachers (28 female, 6 male) n age: 21 -23 n BA students working towards their degree in English literature, linguistics or applied linguistics n TEYL instruction: 90 h input classes, 30 h lecture, 30 h observation, 120 h teaching practice

THE STUDY: data collection n data collection continued over a period of one academic year n source of data: questionnaires, lesson observation notes and reports, lesson video-recordings and lesson transcripts

TEYL BA programme 30+15 h instruction 30 h observation practice 120 h teaching practice 30 h instruction 30+15 h instruction

Trainee teachers on L 1 n n n n Grammar (tenses, rules) Vocabulary (translating, explaining) Telling students off Explaning difficult tasks Housekeeping Explaining homework Dealing with problems Introducing new material Test rubrics/instructions Taking register Justifying marks Comparing L 1 to L 2 Correcting mistakes Culture Encouraging to speak Creating positive atmosphere n n n n 34 22 25 23 16 9 8 8 4 3 3 3 2 1 1 1

Trainee teachers on L 2 n n n n Simple instructions Small talk/routines Praising S for their work Revision of material Introducing new stage in a lesson Definitions of easier words/synonyms Taking register Warm-up Disciplinig students Checking homework/classwork Correcting mistakes Providing examples Elicitation/activation of knowledge Culture Explaining grammar n n n n 29 15 13 13 9 9 8 8 4 3 3 3 2 2 1

L 1 functions discussed in literature n All functions mentioned by trainee teachers participating in the study have also been discussed in literature (Atkinson 1988, Collingham 1988, Hall and Cook 2012, Harbord 1992, Kafes 2011, Piasecka 1988)

Trainee teachers' feedback after observation practice Primary teachers use too much L 1 in situations where L 2 would work

L 2 classroom modes (Walsh 2006) n n Managerial mode Materials mode Skills and systems mode Classroom context mode

Managerial mode n n n To transmit information To organize the physical learning environment To refer learners to specific materials To introduce or conclude an activity To change from one mode of learning to another (from lockstep to pairwork or groupork, or individual) Characterised by: single, extended teacher turn, explanations, instructions, transitional markers, confirmation checks, absence of learner contributions

Materials mode n n n To provide language practice around a piece of material To elicit responses in relations to the material To check and display answers To clarify To evaluate contributions To extend learner contributions Characterised by: IRF pattern, closely manager by the teacher, extensive use of display questions, form-focused feedback, corrective repair, the use of scaffolding

Skills and systems mode n n n To enable learners to produce correct forms To enable learners to manipulate the target language To provide corrective feedback To provide learners with practice in sub-skills (skimming, listening for gist) To display correct answers Characterised by: direct repair, scaffolding, extended teacher turns, dispaly questions, teacher echo to display responses, clarification requests, form-focused feedback

Classroom context mode n n To enable learners to talk about feelings, emotions, experience, attitudes, reactions, personal relationships To establish a context To activate mental schemata To promote oral fluency Characterised by: Extended learner turns, frequently managed by learners themselves, relatively short teacher turns, direct repair to fix a breakdown in the interaction, content feedback, referential questions, scaffolding to help learners express their ideas, confirmation checks, asking for clarification

L 2 classroom modes (Walsh 2006) Managerial mode Materials mode Skills and systems mode Classroom context mode

L 1 as used by observed teachers ”Native talk”, ”unjustified” (Majer 2003: 393) Dziś nauczymy się nowego słownictwa. [today we're going to learn new vocabulary] Proszę o spokój. [please be quiet] Posłuchaj, potem powiedz tak lub nie. [listen then say: yes or no] Czy wszyscy rozumieją? [does everybody understand? ] Popatrzcie na tablicę. [look at the blackoboard] Dziś poznamy kolejne zagadnienie do naszego ostatniego tematu. [today we'll study another problem connetcted with our last topic] Zapiszcie prace domową. [write down your homework]

RQ 1 Trainees’ beliefs (through comments) It is important to introduce as much foreign language as it is possible from the very beginning. Surprisingly in younger classes the teacher used English for almost every time and mother tongue was used only when something really needed to be explained. The teacher used Polish to coordinate the classes, which is harmful for learners, because they do not get used to English.

RQ 1 Trainees’ beliefs (through comments) I think the teacher uses too much Polish during the lesson. She doesn’t even try to speak English while introducing a new topic or when she speaks to the children. This class has very weak knowledge of English. The students can’t say basic sentences, they make a lot of mistakes which are not corrected by the teacher. Also, I’ve noticed that the children don’t even try to speak English, they use Polish almost in all situations and while completing tasks. Such an overuse of L 1 makes children unable to switch into English.

RQ 2 Trainees’ practices (recorded lessons) Over 80% students replicated observed lessons with respect to L 1 use

RQ 2 Trainees’ practices (recorded lessons) Switched talk (Majer 2003: 402) 71. T bardzo ładnie długie czarne włosy i broda prawda ok (4) maybe the last one (3) maybe the last one (4) ostatnie już he’s got (3) he’s got (2) he’s got a moustache and (2) and a beard (2) Krzysiu dobrze tak Dawid dobrze i Natalka dobrze to było dość trudne ma brodę i wąsy ok thank you wystarczy tej zabawy (4) so (8) możecie sobie te kartki gdzieś na bok odłożyć prawda (8) ok so today we are going to learn some new vocabulary (2) czyli dzisiaj poznamy sobie kilka nowych słówek (3) związanych z domem z wyposażeniem domu 72. L yes 73. T ok wszyscy już uwaga wszyscy patrzą na mnie i powtarzamy nowe słówka (3) wardrobe 74. LL wardrobe

RQ 2 Trainees’ practices (recorded lessons) T: Mhm great. Kto jeszcze? Jeszcze jedna para. Kto chce być Marcusem? Mateusz. I Ella? Chcesz być Ellą? Chodź. 8 T Czyli trzeba było dopasować nagłówki do poszczególnych części tekstu. Ok. , wszyscy mają? Tak? Super, ok.

ctnd 69 Uwaga, będziecie potrzebować 3 kolory do tego zadania, co będziemy robić: red, green and blue. (teacher uses flashcards to show the colours) 70 L Proszę Pani, 3 kolory? 71 T Tak, red, green and blue. (children are getting ready) (20) Uwaga, będziemy robić to zadanie, które jest na dole (teacher points at the right exercise in the book). To co jest na dole ten obrazek. Tego na górze nie możemy, tylko ten kolorowy. 72 L 2 Proszę Pani (2) zielony, czerwony, niebieski. 73 T No zobacz (2) ( teacher is showing the colours in the book) Te 3 kolory. Będziecie musieli zaznaczać. = 74 L =Wszystkie= 75 T = Będziecie musieli zaznaczać odpowiednimi kolorami. Na czerwono -red, drewno, przedmioty z drewna, czyli (3) wood. Rzeczy zrobione z drewna. Na niebiesko?

76 L Niebiesko. 77 L Red. 78 L Z gumy. 79 T Na niebiesko zaznaczamy to, co jest zrobione z gumy. Czyli? Jak była guma? 80 LL Rubber. 81 T Tak, rubber. A na zielono? 82 LL Paper. 83 T Paper. I na żółto ((3)). Na czerwono, niebiesko lub zielono. (teacher comes to 1 child and explains what to do)Te sześć, które są ponumerowane. One, two, three, four, five, six. Te przy których nic nie ma, to nic nie trzeba. 84 L 6 Proszę Pani (2). Proszę Pani, a co mam pokolorować na czerwono?

Mixed teacher talk input Researchers who have studied the interdependency between input quality and second language acquisition (e. g. Krashen, 1985; Wong-Fillmore, 1985) have reported a decidedly negative effect exerted on learning by mixed teacher talk input. (Majer 2003: 406)

RQ 3 Trainees’ reflection on their L 1 use I think I used too much Polish but I wanted children to understand everything. I tried to use more English but I was afraid they don’t understand. Their teacher used Polish so they wouldn’t understand me if I used more English.

RQ 3 Trainees’ reflection on their L 1 use I didn’t want to stress them. I didn’t realise I used so much Polish. I am embarrassed at my language when I read the transcript. I was afraid I could make a mistake.

Conclusions (1) n Trainee teachers beliefs are not always compatible with their classroom practices n Trainee teachers are mostly unaware of those (good or bad) practices n Possibly, the same is true about practising teachers

Conclusions (cntd) ”As theoretical knowledge fails, they tend to revert to the models of teaching known to them, their own teachers at different levels of their education. Even though these models were often criticised by them, they now seem to offer a safe way to keep the face and ’survive’. ” (Gabrys-Barker 2010)

Conclusions (ctnd) n Some of these practices are not constructive to learning opportunities n Awareness-rising activities are helpful in identifying teachers' areas for improvement in classroom interaction n Reflection on classroom discourse should be essential part of every teaching practice

Conclusions n n n Trainee teachers beliefs are not always compatible with their classroom practices Some of these practices are not constructive to learning opportunities Trainee teachers are unaware of most of these (good and bad) practices Possibly, the same is true about practising teachers Awareness-rising activities are helpful in identifying teachers' areas for improvement in classroom interaction Reflection on classroom discourse should be essential part of every teaching practice

References Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource? ELT Journal Vol 41/4 pp. 241 -247 Oxford University Press. Atkinson, D. (1993). Teaching Monolingual Classes. Harlow: Pearson English Language Teaching. Butler, Y. G. (2014). The role of parental socio-economic status in young Learners’ English learning: the case of South Korea. Keynote lecture presented at Early Language Learning: Theory and Practice Conference, Umeå University, Sweden. [Video file]. Retrieved from http: //www. mos. umu. se/ell 2014/yuko_goto_butler 2. mp 4 Butzkamm, W. (2003). We only learn language once. The role of mother tongue in FL classroom: Death of dogma. Language Learning Journal 28, 29 -39 Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press. Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press. Curtain, H. (2000). Time as a factor in early start programmes. In J. Moon & M. Nikolov (Eds. ), Research into teaching English to young learners (pp. 87 -120). Pecs: University Press Pecs. Ellis, G. , Brewster, J. , & Girard, D. (2002). The primary English teacher's guide. Penguin English. Graddol, D. (1997). The future of English. London: British Council. Graddol, D. (2006). English next. London: British Council.

References ctnd § § § Hall, G and Cook, G. (2012). Own-language use in language teaching and learning: state of the art. Language Teaching, 45(3). pp. 271 -308 downloaded from http: //dx. doi. org/10. 1017/SO 261444812000067 Kennedy, C. , & Jarvis, J. (Eds. ). (1991). Ideas and issues in primary ELT. Nelson. Li, L. & Walsh. S. (2011). ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction, Classroom Discourse, 2: 1, 39 -57, DOI: 10. 1080/19463014. 2011. 562657 Nikolov, M. (2000). Issues in research into Early Foreign Language Programmes in Moon, J. & Niolov. M. (eds. ). Research into Teaching English to Young Learners. Pecs: University of Pecs Press Prodromou, L. (2002). The liberating role of the mother tongue. In S. Deller & M. Rinvolucri (eds. ), Using the mother tongue: Making the most of the learner’s language. London: ETP and DELTA Publishing, 5. Walsh, S. (2006). Investigating classroom discourse, London: Routledge

References Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource? ELT Journal Vol 41/4 pp. 241 -247 Oxford University Press. Atkinson, D. (1993). Teaching Monolingual Classes. Harlow: Pearson English Language Teaching. Butzkamm, W. (2003). We only learn language once. The role of mother tongue in FL classroom: Death of dogma. Language Learning Journal 28, 29 -39 Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press. Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press. Graddol, D. (1997). The future of English. London: British Council. Graddol, D. (2006). English next. London: British Council. Hall, G and Cook, G. (2012). Own-language use in language teaching and learning: state of the art. Language Teaching, 45(3). pp. 271 -308 downloaded from http: //dx. doi. org/10. 1017/SO 261444812000067 Li, L. & Walsh. S. (2011) ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction, Classroom Discourse, 2: 1, 39 -57, DOI: 10. 1080/19463014. 2011. 562657 Prodromou, L. (2002). The liberating role of the mother tongue. In S. Deller & M. Rinvolucri (eds. ), Using the mother tongue: Making the most of the learner’s language. London: ETP and DELTA Publishing, 5. Walsh, S. (2006). Investigating classroom discourse, London: Routledge

Extract 1 T ok let's look at the picture (circles the picture in the book) ok so look at page 18 look at the picture (circles it in the book) and I will say a sentence and if it's true shake hands with your friend and if it's false click your fingers do you know? shake hands? please shake hands (children shake hands) T so let's try again shake hands (children shake hands in pairs) and click your fingers (children click fingers) czyli jeżeli zdanie jest prawdziwe podajecie sobie ręce, jeżeli jest fałszywe klikacie palcami [so if the sentence is true you shake hands if it is false you click fingers] (teacher demonstrates) L zabadoo says? T no look at the picture at page 18 ok are you ready? LL yes! T ok so let's start there's a bath in the kitchen (students click fingers)

Extract 2 T today's subject is at the market countable and uncountable nouns rzeczowniki policzalne i niepoliczalne to jest nowa rzecz bardzo ważna więc= L = to łatwe T łatwe być może też ale bardzo ważne więc przyłóżmy się ekstra ciężko i zapamiętajmy to co dziś pojawi się na lekcji L 1 (writing down the subject) tam jest a? T at the market L 1 countable T o u countable L 1 tam jest a? znaczy nie tam dalej T tutaj jest a i tutaj jest a (pointing to the letters) L 2 a tam? T cou

ctnd T do you help your parents with shopping? Do you prepare your own shopping lists? LL yes T yes and what do you put on those lists? what items do you buy? jakie rzeczy kupujecie? co umieszczacie na swoich listach z zakupami (LL raise hannds) L 1 ummm … milk T milk mhm ok proszę (pointing to another student) L 2 I always go to shopping with my dad. T mhm and what do you buy? what do you put on your shopping list? L 2 milk T yes milk (students mention a few more products)

ctnd T spójrzcie uważnie na tabelkę w ćwiczeniu 1 exercise 1 read the rules ja może ją przeczytam głośno a waszym zadaniem będzie przepisać tę tabelkę do zeszytu ponieważ to jest definicja tego jak rozdzielamy rzeczowniki na policzalne i niepoliczalne i w jaki sposób je rozpoznawać L 1 ja wiem T umm może proszę bardzo spróbuj opowiedzieć L 1 ja? policzalne to są te, które możemy powiedzieć ile ich jest na przykład 3 jajka a niepoliczalne to są wtedy gdy nie wiemy ile ich jest na przykład mleko T mleko trzeba dodać jakiś specjalny sposób określania na przykład butelka L 2 trzy butelki mleka T very good teraz może przeczytam (reads a lengthy rule)

Extract 3 T ok let's check your answers Filip do you sleep eight ten hours at night? L 1 … T które zaznaczyłeś? do pierwszego? L 1 … nigdy T nigdy? in English? L 1 never= T =never very good second questions how often do you eat vegetables and fruit? kto chce powiedzieć? Patrycja? co zaznaczyłaś? L 2 usually T usually very good third question trzecie pytanie Michał? L 3 sometimes T sometimes ok

Extract 3 ctnd T L T how often do you eat sweets? always very good

Extract 4 T jeszcze z jedną rzeczą możemy powiedzieć on w sensie na czymś do you know? L 1 on foot T exactly możemy jeszcze powiedzieć że idziemy on foot dokładnie mhm so now we move to exercise 3 so a motorbike aaa bo w książce mamy trochę inaczej so James bus and Alice? L 2 bike T Dakota? L 3 motorbike T Dakota motorbike and Kim? oh sorry Kim motorbike and Dakota? L 4 boat T and Dakota boat good

Extract 5 T ok so let’s revise jak tworzymy pytania i przeczenia w czasie past simple zgadza się? najpierw to … ok jeszcze raz w czasie …zdania w czasie oznajmującym can you read it? L 1 przeczenia w czasie past simple tworzymy przez dodanie did not do czasownika w czasie teraźniejszym. T mhm ok czyli zamieniamy formę czasownika z czasu przeszłego na teraźniejszą zaprzeczając coś w czasie przeszłym zgadza się? do you understand? LL yes T everybody? ok and now the questions Kacper jak tworzymy pytania? L 2 (reads from handout)pytania w czasie simple past tworzymy poprzez zastosowanie inwersji i dodanie czasownika w czasie teraźniejszym T ok czy wszyscy pamiętają co to jest inwersja? ok what is it? L 3 że jak jest did not to się zamienia na not did

Extract 6 T L 1 L 2 T L 2 L 1 L 2 Oliwka read your dialogue please can I help you? bo … ja jeszcze nie przeczytałem swojego ok so order something I'd like a chicken would you like a drink? yes I'd like … some water please

Extract 7 T LL T mhm, very nice do you like this menu? yes! would you like to add anything to this menu to make it better? spagetti jeszcze mmm anything more? what else

Extract 8 (LL listen to a recorded story) T dobrze… jak wam się podobała ta historyjka? LL fajna

Extract student initiated utterances T tell me what this is LL wardrobe T yes (showing another flashcard) L =to kolorowane przeze mnie= LL =carpet/carpet/= T yes and this one?

Student initiated utterances L 1 proszę panią, a skąd pani zna tyle angielskiego? T bo studiuję L 1 ooooo studia angielskie a pani nie mieszka w Anglii? T nie mieszkam w Anglii L 2 moja mama kiedyś była w Anglii T ciiiiii potrzebuję teraz ochotnika