General programme, activity sheet

Thursday 8 September, 2016 12:00 to 12:30 Oral presentation
L1 use in the classroom by secondary school teachers
Speaker: Susana Cortés Pomacóndor, Universitat de les Illes Balears

Authors: Susana Cortés, Caterina Calafat

Traditionally, the use of L1 in a foreign language classroom has been minimised as much as possible but it has been observed that this “trend has changed in the last two decades” (Lasagabaster, 2013: 2). As new methodologies are implemented to teach foreign languages, changes in the use of L1 have taken place. Some research has already been done about the use of L1 in CLIL and non- CLIL (Gené Gil et al., 2012; Gierlinger, 2015; Lasagabaster, 2013). However, these studies have mainly focused on observations and questionnaires answered by few teachers or on teachers’ beliefs. The current paper intends to carry out a survey at a larger scale in which teachers provide us with their description of the way the use the L1 in the classroom. This study aims to describe the amount of L1 use in the foreign language classroom and the situations in which secondary education teachers are more likely to use their L1. In order to examine this issue, a questionnaire was devised bearing in mind the findings of previous research in this area. The online questionnaire was sent to secondary schools in the Balearic Islands and 40 teachers completed the questionnaires in detail. The data have been statistically analysed to find out trends and patterns in the use of L1 by teachers in the secondary school classroom, divided into CLIL or traditional foreign language classrooms. The statistical analysis will also let us know which complex factors correlate with a higher or lower use of the L1. REFERENCES • Gené Gil, M., Juan Garau, M. and Salazar Noguera, J. (2012). A case study exploring oral language choice between the target language and the L1s in mainstream CLIL and EFL secondary education. In Revista de Lingüística y Lenguas Aplicadas 7, 133-145. • Gierlinger, E. (2015). ‘You can speak German, sir’: on the complexity of teachers’ L1 use in CLIL. In Language and Education 29 (4), 347-368. • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. In Latin American Journal of Content and Language Integrated Learning 6 (2), 1-21.
Teaching and learning of languages
Place: Room B-11

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Speaker: Merete Andersen, The University of Tromsø - The Arctic University of Norway
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Prosodic and gestural prominence working together increase words recall in first and in second language.

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Speaker: Alfonso Igualada, Universitat Pompeu Fabra
Speaker: Pilar Prieto, ICREA-Universitat Pompeu Fabra
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Age and proficiency effects on children’s use of compensatory strategies in CLIL

Speaker: María Basterrechea Lozano, Universidad del País Vasco