Thesis Format
Monograph
Degree
Doctor of Philosophy
Program
Education
Supervisor
Byrd Clark, Julie S.
Abstract
This qualitative study addresses the contentious issue of first language (L1) use in the second language (L2) classroom, delving into the connection between policy and practice in the context of public secondary schools in Jordan. The study employed individual semistructured interviews to collect data from three stakeholder groups: supervisors, teachers, and students. The interviews were conducted via Zoom with 4 English as a foreign language (EFL) supervisors, 10 EFL secondary school teachers, and 11 students from grades 11 and 12. The data were recorded, transcribed, and analyzed following the steps of open coding, axial or analytical coding, and selective coding as part of the thematic analysis approach to derive the final findings. The findings were categorized into three groups according to the stakeholder groups. The major findings are that the educational policy discourages L1 use, and this policy is implicit as there is no written guidance on the matter. The study also found a policy-practice gap in that stakeholders are aware of the importance of maximizing L2 use and minimizing L1 use; however, L1 use in L2 classes is often excessive. Additionally, participants agreed that excluding the L1 from L2 classrooms is almost impossible. Several factors contribute to the practice of L1 use in L2 classrooms, including teachers’ and students’ low proficiency in the L2; a lack of focus on listening and speaking skills; institutional challenges such as overcrowded classes and logistical challenges; the impact of the Tawjihi exam and context limitations. The findings also indicate that, while participating stakeholders believe that L1 use has some advantages, including facilitating students’ understanding, saving time, and facilitating class management, the overuse of L1 has two key disadvantages: limiting communication skills and impeding the achievement of goals and expectations. The study highlights the main similarities and differences among the participating stakeholder groups and discusses implications for stakeholders in Jordan and similar educational contexts.
Summary for Lay Audience
This study explored the use of a student’s native language in the classroom when they are learning a second language. Specifically, it focused on public secondary schools in Jordan, where Arabic is the native language of students and teachers and English is taught as an obligatory subject for students in secondary schools. I interviewed three groups of people involved in the Jordanian education system: supervisors, teachers, and students. These interviews gathered information about the participants’ perspectives and experiences regarding the issue of using the native language in second language classes. Then, the information was carefully analyzed to draw meaningful conclusions.
One key finding is that there is a lack of clear guidance on whether using the native language is encouraged or discouraged in educational policies. Despite the understanding of the importance of using the second language as much as possible in the classroom, many participants mentioned that the native language is frequently used in second language classes.
Various factors contribute to this usage, such as the proficiency of teachers and students in the second language, challenges in teaching specific skills such as listening and speaking, and practical issues within the school. Additionally, the pressure of the Tawjihi exam, which is the national exam for secondary level students, plays a role in how language is used in the classroom. This exam does not include sections devoted to listening and speaking, thus giving second language teachers an excuse not to focus much on those aspects of language acquisition.
While using the native language can be helpful in some situations, relying on it too much can hinder communication skills and academic progress. The study provides insights into the experiences and opinions of those involved in education in Jordan, and it offers valuable lessons for similar educational settings.
One key finding is that there is a lack of clear guidance on whether using the native language is encouraged or discouraged in educational policies. Despite the understanding of the importance of using the second language as much as possible in the classroom, many participants mentioned that the native language is frequently used in second language classes.
Various factors contribute to this usage, such as the proficiency of teachers and students in the second language, challenges in teaching specific skills such as listening and speaking, and practical issues within the school. Additionally, the pressure of the Tawjihi exam, which is the national exam for secondary level students, plays a role in how language is used in the classroom. This exam does not include sections devoted to listening and speaking, thus giving second language teachers an excuse not to focus much on those aspects of language acquisition.
While using the native language can be helpful in some situations, relying on it too much can hinder communication skills and academic progress. The study provides insights into the experiences and opinions of those involved in education in Jordan, and it offers valuable lessons for similar educational settings.
Recommended Citation
Algazo, Muath, "First Language Use in the Second Language Classroom in Public Secondary Schools in Jordan: Policy and Practice" (2024). Electronic Thesis and Dissertation Repository. 9944.
https://ir.lib.uwo.ca/etd/9944
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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