L1 in EFL Context in Oman Colleges

Mr. Elliot Dube: Al Mussanah College of Technology (Oman)

Dr Berrington Ntombela: Caledonian College of Engineering (Oman)

EFL vs ESL Context

• EFL: Monolingual class – common L1• ESL: Multilingual class – English medium of

communication

Two approaches

• Monolingual approach: ‘English only’ policy.• Bilingual approach: Use of students’ L1 in an

English lesson.

Teachers’ views, attitudes and assumptions

Yes

NAS NES SOL

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%

Teachers’ views, attitudes and assumptions

Always Sometimes Never

NAS% NES% SOL% NAS% NES% SOL% NAS% NES% SOL%

How often do you use students’ L1?

90 37 38 10 63 62

Do you ever greet students in your class in their L1?

10 19 4 60 31 46 30 50 50

Do you ever explain grammar in students’ L1?

30 13 8 70 87 92

Do you ever teach vocab. in students’ L1?

80 37 29 20 63 71

Do you ever give instructions in students’ L1?

50 6 21 50 94 79

Teachers’ views, attitudes and assumptionsStrongly agree Agree I don’t know Disagree Strongly disagree

NAS NES SOL NAS NES SOL NAS NES SOL NAS NES SOL NAS NES SOL

L1 facilitates understanding

10 50 69 54 10 6 17 20 25 29

L1 slows acquisition

20 6 25 30 44 42 10 6 8 40 44 17 8

L1 is additional input

20 13 30 56 38 20 13 38 10 19 17 10 4

L1 establishes rapport

10 13 30 50 38 10 4 30 31 29 20 19 17

L1 deprives students

10 31 29 40 25 46 10 19 30 19 17 6 8

Students’ views, attitudes and assumptions

Students’ views, attitudes and assumptions

Students’ views, attitudes and assumptions

Students’ views, attitudes and assumptions

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.

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.