EFL/ESL teachers in Sweden have traditionally favored using only English in the classroom, however, research demonstrates they incorporate Swedish for various purposes. Moreover, teachers perceive the guidelines for the use of the target language and learners’ first language outlined in the curriculum for English as vague, experience feelings of guilt when resorting to Swedish in the English classroom and lack familiarity with the translanguaging theory. These issues could affect the requirement of evidence-based teaching and have implications for the quality of EFL/ESL education in Sweden. Through interviews and observations, this study aims to explore this matter and examine the reasons why and for what functions some English teachers in Sweden claim they use learners’ L1 in their teaching, as well as their level of awareness regarding their language practices and the concept of translanguaging. The findings indicate that the teachers primarily employ learners’ L1 to aid in knowledge construction, classroom management, and interpersonal relations. Additionally, certain inconsistencies were found between their motivations and their actual practices, indicating a potential lack of awareness and understanding of the translanguaging theory. Finally, it is suggested there is a necessity for clearer directives in the Swedish curriculum for English and for enhancing teachers’ awareness when implementing translanguaging strategies, such as pedagogical translanguaging (PTL).
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-68453 |
| Date | January 2024 |
| Creators | Björnsson Berg, Julia |
| Publisher | Malmö universitet, Institutionen för kultur, språk och medier (KSM) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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