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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 offers a comprehensive account of a study on bilingual pedagogy situated in Thailand. The study is theoretically grounded in sociocultural and functional views of language and human meaning-making. It offers a 3D analysis of bilingual pedagogy by connecting it inwards to the dimension of personal lived experience and identity as well as outwards to the profession, offering research-based principles to both teachers and teacher educators. Extremely insightful and highly recommended.
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