Student’s Use of English in German Lessons

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00106067" target="_blank" >RIV/00216224:14410/17:00106067 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.14712/23363177.2018.278" target="_blank" >http://dx.doi.org/10.14712/23363177.2018.278</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23363177.2018.278" target="_blank" >10.14712/23363177.2018.278</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Student’s Use of English in German Lessons

Popis výsledku v původním jazyce

In language learning, teachers often encounter multilingualism when teaching a specific language. Multilingualism is the ability to use languages in an interconnected way; languages as such can be thus approached rather as a linguistic repertoire. In this study, we look at how students (and teachers) in Czech schools deal with English use within German lessons. In this context English is the first foreign language taught to students and German the second foreign tongue taught in school. Twenty-eight lessons from four experienced language teachers were recorded at lower-secondary level. Conversational analysis of transcripts identified 65 instances of English use in German classes. The analysis suggests that English is used in three ways, either it is seen as a source of a problem that needs to be repaired, it is accepted practice, or the use of Eng- lish is initiated by the teacher. Our analysis suggests that using English language in German lessons and potentially multilingualism in teaching does not have a clearly defined status. Furthermore, inconsistency in teacher responses to multilingualism may require clearer consideration as to if languages are taught as discreet entities or more flexible linguistic mechanisms may be adopted to facilitate learning.

Název v anglickém jazyce

Student’s Use of English in German Lessons

Popis výsledku anglicky

In language learning, teachers often encounter multilingualism when teaching a specific language. Multilingualism is the ability to use languages in an interconnected way; languages as such can be thus approached rather as a linguistic repertoire. In this study, we look at how students (and teachers) in Czech schools deal with English use within German lessons. In this context English is the first foreign language taught to students and German the second foreign tongue taught in school. Twenty-eight lessons from four experienced language teachers were recorded at lower-secondary level. Conversational analysis of transcripts identified 65 instances of English use in German classes. The analysis suggests that English is used in three ways, either it is seen as a source of a problem that needs to be repaired, it is accepted practice, or the use of Eng- lish is initiated by the teacher. Our analysis suggests that using English language in German lessons and potentially multilingualism in teaching does not have a clearly defined status. Furthermore, inconsistency in teacher responses to multilingualism may require clearer consideration as to if languages are taught as discreet entities or more flexible linguistic mechanisms may be adopted to facilitate learning.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Orbis Scholae

ISSN

1802-4637

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

85-102

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85053687116