Results found: 2

Search results

Search:
in the keywords: L2 use

Sort By:

Limit search:

Code-Switching Practices among Immigrant Polish L2 Users of English

100%

Ożańska-Ponikwia K.

Theory and Practice of Second Language Acquisition

2016

vol. 2

issue 1

The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors. The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.

Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education

100%

Wilden E., Porsch R.

Studies in Second Language Learning and Teaching

2020

vol. 10

issue 3

631-655

This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.

Refine search results

1 Studies in Second Language Learning and Teaching

1 Theory and Practice of Second Language Acquisition

1 2020

1 2016

1 Ożańska-Ponikwia K.

1 Porsch R.

1 Wilden E.

Search results

Code-Switching Practices among Immigrant Polish L2 Users of English

Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education