The Use of L1 in Classroom Interaction in High School English-Medium Instruction Classes
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In English-medium instruction (EMI), classroom interaction plays an essential role in English as a second language (ESL) students’ disciplinary literacy development in their second language (L2). Some studies have reported that using students’ first language (L1) was a means by which content teachers supported their ESL students’ learning during their incidental EMI teaching practices (Costa, 2012; Hong & Basturkmen, 2020). However, little research has examined content teachers’ use of the L1 in their EMI classes. This descriptive study investigates the frequency and functions of code-switching in teacher-talk and teacher-student interaction in two first-year EMI classes (economics and mathematics) in a public special purposes high school in South Korea. The data from classroom observations and transcription of class recordings of a total of eight lessons of the EMI classes are analysed. The difference in the frequency and functions of using L1 in relation to the disciplines was compared. The findings of this study revealed that both EMI teachers used L1 frequently during their incidental EMI teaching with different frequency rates; there were 54 L1-related episodes in the economics class and 32 episodes in the mathematics class. Different patterns regarding the types and functions of code-switching were found in the two EMI classes.
Abstract
In English-medium instruction (EMI), classroom interaction plays an essential role in English as a second language (ESL) students’ disciplinary literacy development in their second language (L2). Some studies have reported that using students’ first language (L1) was a means by which content teachers supported their ESL students’ learning during their incidental EMI teaching practices (Costa, 2012; Hong & Basturkmen, 2020). However, little research has examined content teachers’ use of the L1 in their EMI classes. This descriptive study investigates the frequency and functions of code-switching in teacher-talk and teacher-student interaction in two first-year EMI classes (economics and mathematics) in a public special purposes high school in South Korea. The data from classroom observations and transcription of class recordings of a total of eight lessons of the EMI classes are analysed. The difference in the frequency and functions of using L1 in relation to the disciplines was compared. The findings of this study revealed that both EMI teachers used L1 frequently during their incidental EMI teaching with different frequency rates; there were 54 L1-related episodes in the economics class and 32 episodes in the mathematics class. Different patterns regarding the types and functions of code-switching were found in the two EMI classes.
참고문헌 (45)
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