Many Asian education systems discourage or even ban the use of L1 in L2 classrooms - although in fact L1 remains widely used by teachers. Why is L1 use still devalued in this context? By observing classes and interviewing teachers, this book explores three dimensions of L1 use in L2 teaching:
* pedagogy: what teachers actually do, and what they say about it
* the personal: what happens to identity when we `perform' a foreign tongue
* the professional: how textbooks are used, and what is distinctive about the EFL domain.
Ross Forman is a Senior Lecturer in TESOL and Applied Linguistics at the University of Technology Sydney, Australia. He has worked in the field for over 30 years and his research interests include bilingual pedagogy, EFL practices and second language development. He has recently published in Language, Culture and Curriculum; Innovation in Language Learning and Teaching and Language Teaching Research.
Acknowledgements Dedication Inscription Preface Part 1: Overview 1 Introduction: The Author's Story 2 Language, Learning and Teaching 3 A Case Study in Thailand; Scenes from Classes Part 2: Pedagogic 4 Bilingual Teacher Talk 5 Intercultural and Intertextual Dimensions 6 Ten Principles of L1 Use Part 3: Personal 7 Identity and Alterity 8 Language Play 9 Teachers' Views of L1 and L2 Performance Part 4: Professional 10 Global Textbooks 11 EFL and ESL Domains 12 Conclusion: Productivity at the Boundaries