1887
Volume 27, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

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2004-01-01
2019-12-15
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