Teaching English in a multicontrastive classroom: Perspectives from EFL trainee teachers and teachers
Abstract
This paper investigates the perceptions of both trainee teachers’ and teachers’ perceptions regarding teaching English as a foreign language (EFL) in a multicontastive/multilingual classroom at Swedish schools. Employing a qualitative methodology, interviews were conducted with a total of ten trainee teachers and teachers, following their completion of a course on 'English in a multilingual/multicontrastive classroom' as part of their teacher training program. The findings indicate that a majority of participants plan to use L1 as the predominant local language (e.g., Swedish) when teaching English in a multiconstrative The findings reveal that a majority of participants plan to use L1, such as Swedish, as the local dominant language in Sweden, when teaching English in a multicontrastive classroom, citing several reasons for this choice. They also express the belief that transfer from students' L1 (or previous languages, e.g., L2, L3) may serve as a source of errors in English as their foreign language, with many considering errors as inherent and natural learning paths in a multilingual classroom. Additionally, the study unveils various advantages and challenges associated with teaching English in a multicontrastive classroom. Pedagogical aspects for language teachers engaged in teaching English within the multicontrastive classroom will be further discussed.
Metrics
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Vi Thanh Son
This work is licensed under a Creative Commons Attribution 4.0 International License.