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Non-native Teachers’ Challenges in Target Language-only Classrooms: Empirical Implications for Language Policy

The international journal of interdisciplinary educational studies, 2021, Vol.16 (2), p.107-123 [Peer Reviewed Journal]

Copyright © 2021, Common Ground Research Networks, All Rights Reserved ;ISSN: 2327-011X ;EISSN: 2327-2570 ;DOI: 10.18848/2327-011X/CGP/v16i02/107-123

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  • Title:
    Non-native Teachers’ Challenges in Target Language-only Classrooms: Empirical Implications for Language Policy
  • Author: Choi, Soyoung
  • Subjects: Anxiety ; Attitudes ; Classrooms ; Language ; Native teachers ; Teaching
  • Is Part Of: The international journal of interdisciplinary educational studies, 2021, Vol.16 (2), p.107-123
  • Description: This study explored non-native teachers’ attitude toward language choice inside the language classroom and teaching anxiety factors to inform future educational policies. This study used two instruments. First, a questionnaire (N = 121) was used to find out teachers’ attitudes toward target language (TL)-only policy and native language (L1) usage, as well as TL teaching anxiety. Second, one-on-one interviews (N = 6) and focus group interviews (N = 42) were conducted to identify detailed participant perspectives regarding the classroom language and anxiety subfactors. The study found participants tend to allow L1 in class while showing neutral attitudes toward TL-only. The study identified the main factors—sociocultural, linguistic, individual, and affective—and subfactors that affect teachers speaking a TL in a classroom. The relation between TL anxiety level and attitudes toward language choice in class is significantly strong and has implications for second language (L2) learning. The result provides empirical evidence of correlation between TL anxiety type and attitudes toward language choice and can contribute to determining which language meets the requirements of teachers with different L2 fluency and help them realize their teaching potential.
  • Publisher: Kraków: Common Ground Research Networks
  • Language: English
  • Identifier: ISSN: 2327-011X
    EISSN: 2327-2570
    DOI: 10.18848/2327-011X/CGP/v16i02/107-123
  • Source: AUTh Library subscriptions: ProQuest Central
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