<p>The aim of this study was to investigate how the target language is used in the foreign language classroom and how different teachers combine the target language and the first language in their teaching. The study was conducted in three different Swedish schools at different levels: one at the intermediate level; one at the secondary level; and two at the upper secondary level. The teachers were observed during class and interviewed. In addition to this, the students answered a questionnaire about their own and their teacher's use of the target language.</p><p>The results showed that the teachers used the target language as the most common language in their teaching, although the first language was also used. The intermediate teacher used the first language when she did not have enough language herself, when she explained grammar or went through important information. The secondary teacher used the first language when she explained grammar as well as the upper secondary teacher, who also used the first language when she had important information. The results showed that the teacher's choice of language in the classroom had an impact on the students since more teacher target language use encouraged more student target language use in the classroom, and that it is important to start the lesson in the target language to encourage more target language use by the students. Both the teachers and the students thought that the target language was important during language teaching.</p>

The aim of this study was to investigate how the target language is used in the foreign language classroom and how different teachers combine the target language and the first language in their teaching. The study was conducted in three different Swedish schools at different levels: one at the intermediate level; one at the secondary level; and two at the upper secondary level. The teachers were observed during class and interviewed. In addition to this, the students answered a questionnaire about their own and their teacher's use of the target language. The results showed that the teachers used the target language as the most common language in their teaching, although the first language was also used. The intermediate teacher used the first language when she did not have enough language herself, when she explained grammar or went through important information. The secondary teacher used the first language when she explained grammar as well as the upper secondary teacher, who also used the first language when she had important information. The results showed that the teacher's choice of language in the classroom had an impact on the students since more teacher target language use encouraged more student target language use in the classroom, and that it is important to start the lesson in the target language to encourage more target language use by the students. Both the teachers and the students thought that the target language was important during language teaching.

<p>In our ever more international world, the English language plays an important role. This is</p><p>also reflected in its prominent position as a core subject in the Swedish school system. It is</p><p>therefore important that English teachers offer students an environment in which they have</p><p>the best possible opportunities to be successful in reaching the goals specified in the</p><p>syllabuses. One variable in a successful foreign language classroom is the teacher's usage</p><p>ofthe target language.</p><p>This study is about English teachers' views on the issue of target language usage in the</p><p>classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the</p><p>interviews show that the teachers are, more or less, in agreement that the target language</p><p>should be used all the time in the classroom. There are, however, occasions in which the</p><p>interviewed teachers do not work according to their own beliefs and methods and revert to</p><p>using Swedish. The main such occasions can briefly be said to be: explanation of grammar,</p><p>non-subject related "mentor's issues" and classroom management issues. In addition, this</p><p>study argues that the governing documents, previous research, as well as well-known</p><p>theories on the subject support a high usage of the target language by the teacher.</p>

In our ever more international world, the English language plays an important role. This is also reflected in its prominent position as a core subject in the Swedish school system. It is therefore important that English teachers offer students an environment in which they have the best possible opportunities to be successful in reaching the goals specified in the syllabuses. One variable in a successful foreign language classroom is the teacher's usage ofthe target language. This study is about English teachers' views on the issue of target language usage in the classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the interviews show that the teachers are, more or less, in agreement that the target language should be used all the time in the classroom. There are, however, occasions in which the interviewed teachers do not work according to their own beliefs and methods and revert to using Swedish. The main such occasions can briefly be said to be: explanation of grammar, non-subject related "mentor's issues" and classroom management issues. In addition, this study argues that the governing documents, previous research, as well as well-known theories on the subject support a high usage of the target language by the teacher.