Language Choices in the Foreign Language Classroom: Target Language or the Learners' First Language?

Abstract

Second language acquisition research has led to a major emphasis on the need for learners to experience the target language (TL) in use if they themselves are to become users of the language. At the same time, there is discussion of the role of the first language (L 1) as a tool in the processing of language/culture experiences. Achieving optimal levels ofTL and L1 use is particularly important in school-based foreign language programs where the teacher is often the only proficient speaker and opportunities for TL use beyond the classroom may be limited. This paper presents the results of a survey of language teachers' attitudes to and use of the target language in Queensland, Australia. The responses suggest that many teachers continue to make extensive use of the learners' L 1. Such practices make the move to approaches involving learning through the language problematic. The findings suggest, also, that many teachers see the learners' L1 as the appropriate medium for cross-lingual, cross-cultural comparisons. While the teachers' own level of proficiency had some influence, experience in the target culture seemed to be more influential both on teachers' attitudes to proficiency as a goal and their reported use of the TL.

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