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L1 in EFL Context in Oman Colleges Mr. Elliot Dube: Al Mussanah College of Technology (Oman) Dr Berrington Ntombela: Caledonian College of Engineering.

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Presentation on theme: "L1 in EFL Context in Oman Colleges Mr. Elliot Dube: Al Mussanah College of Technology (Oman) Dr Berrington Ntombela: Caledonian College of Engineering."— Presentation transcript:

1 L1 in EFL Context in Oman Colleges Mr. Elliot Dube: Al Mussanah College of Technology (Oman) Dr Berrington Ntombela: Caledonian College of Engineering (Oman)

2 EFL vs ESL Context EFL: Monolingual class – common L1 ESL: Multilingual class – English medium of communication

3 Two approaches Monolingual approach: ‘English only’ policy. Bilingual approach: Use of students’ L1 in an English lesson.

4 Teachers’ views, attitudes and assumptions Yes NASNESSOL Do you understand students’ L1?100%25%29% Can you speak students’ L1?100%25%21% Do you ever use students’ L1 in an English lesson?90%31%25% Do students ever use their L1 in your class?90%63%88%

5 Teachers’ views, attitudes and assumptions AlwaysSometimesNever NAS%NES%SOL%NAS%NES%SOL%NAS%NES%SOL% How often do you use students’ L1? 903738106362 Do you ever greet students in your class in their L1? 101946031463050 Do you ever explain grammar in students’ L1? 30138708792 Do you ever teach vocab. in students’ L1? 803729206371 Do you ever give instructions in students’ L1? 50621509479

6 Teachers’ views, attitudes and assumptions Strongly agreeAgreeI don’t knowDisagreeStrongly disagree NASNESSOLNASNESSOLNASNESSOLNASNESSOLNASNESSOL L1 facilit ates unde rstan ding 1050695410617202529 L1 slow s acqu isitio n 2062530444210684044178 L1 is additi onal input 2013305638201338101917104 L1 esta blish es rapp ort 1013305038104303129201917 L1 depri ves stud ents 103129402546101930191768

7 Students’ views, attitudes and assumptions

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11 Conclusions: Teachers’ views, attitudes and assumptions Context typically EFL. L1 features in English lessons. L1 a facilitative role. L1 slows acquisition. L1 additional input – many uncertain. L1 & rapport – split opinions. L1 deprives students.

12 Conclusions: Students’ views, attitudes and assumptions English spoken mostly to teachers. Most teachers use English only – Arabic features as well. Use Arabic mostly for vocabulary and least for Grammar and instructions. ‘English only’ policy favoured, however Arabic speeds up understanding.


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