How and why L1 is used and prohibited for ELT in children's cram schools (Buxibans) in Taiwan

Thesis (M.TESOL.)--University of Melbourne, Faculty of Education, 2007In recent years, the use of the students' first language (L1) in the classroom has attracted attention in the field of English learning and teaching. Surprisingly, there is very little research exploring the enactment of the English-only policy, and how teachers enact the policy in their classrooms. The No-Chinese policy is commonly accepted in cram schools in Taiwan, especially in programs for primary-school-aged children. This study aims to investigate how teachers perceive the use and the prohibition of the students' L1, in terms of their attitudes, beliefs, and their actual classroom practice. What are the factors that influence these teachers' language choices? Data were gathered from surveys and semi-structured interviews. Participants are broadly grouped into three categories: 1) native English speaking teachers with Chinese competency (NSC), 2) native speaking teachers without or with very limited Chinese competency (NS), and 3) local English teachers who are native speakers of Chinese (LET). Based on the statistics and descriptive data, it is found that even though most teachers agree it is necessary to enact the No-Chinese policy in order to maximize students' exposure to English, Chinese is inevitably spoken and used, either by the teacher, the teaching assistant, or by the learners themselves. Besides methodological and pedagogical grounds, for use of Chinese teachers' language backgrounds are also investigated. Teachers' bilingualism (referring to English and Chinese in this study) appears to be a useful tool for building up the students' meta-linguistic awareness of the two languages and for using the students' L1 more strategically. In conclusion, the students' L1 should not be excluded; rather, it should be applied purposefully, judiciously, and strategically. The No-Chinese policy should be rephrased as "English, please!