What is it about?
This study looks at the attitudes of 138 English teachers in the last year of upper secondary school (2º Bachillerato) towards using the first language (L1) and the target language (L2) for teaching English. It reviews the role of input, code-switching and teacher-student interaction and their relationship with teachers' sex, age and type of school.
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Why is it important?
The most common interactions were giving instructions, simple questions and requests, and greeting students. The results are especially relevant in the light of the changes the Spanish Ministry of Education wanted to promote in the 2012 university entrance examination.
Perspectives
Written with Jesús García Laborda, this article is part of our work on English teaching and assessment in the last year of Spanish secondary school.
Dr. Miguel Fernández Álvarez
Universidad Politecnica de Madrid
Read the Original
This page is a summary of: Las variables sexo, edad y lugar de trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase de inglés de segundo de Bachillerato, Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, June 2010, Editorial de la Universidad de Granada,
DOI: 10.30827/digibug.31948.
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