Teachers’ perceptions of L1 use in monolingual English classrooms: adhering or flouting the policy?  

Oleh:

Santoso, Wulandari

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 522-527.
Topik: first language; second language; teachers? perceptions; English classrooms
Fulltext: 522-527.Wulandari Santoso.pdf (476.22KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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Language professionals often take for granted that the monolingual approach should be applied in language classrooms as they tend to encourage students to obtain native speakers? competence. Despite the dominant position of English, more recently, this view has been re-examined since numerous research has suggested the pedagogical benefits of L1 as a classroom resource rather than as a tool to be eliminated. This study investigated teachers? perceptions of L1 use in English classrooms in an Indonesian senior high school which implemented an immersion programme. It also examined their perceptions regarding the possible roles of L1 in the classrooms where English should be used exclusively. This research adopted a case study methodology and used a series of semi-structured interviews to the English teachers named „Jack? and „Emma?. Thematic analysis was used to analyse the qualitative data by identifying both pre-determined themes and emerging themes. The results of this study revealed that while Jack favoured English exclusivity, Emma considered it more desirable to incorporate L1. She also stated that she integrated L1 for a range of purposes despite the imposition of English-only policy such as for explaining vocabulary, checking the students? comprehension, developing a comfortable classroom situation, and building relationships with the students. This research also found that the teachers? teaching and learning philosophy might have influenced their perceptions of the language use. Two other related issues arose: that of the school?s pragmatic need to increase the number of prospective students by applying the immersion programme and that of the status of English language. The main pedagogical implication of this study calls for the re-evaluation of the monolingual approach within this context due to the less consideration of the theoretical rationale in developing the programme and the fact that L1 was still present. Further research may explore the link between teachers? identity with regard to their use of L1 and the domination position of English in Indonesia.

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