Publication

Target language use of Dutch EFL student teachers: Three longitudinal case studies

Tammenga-Helmantel, M., Mossing Holsteijn, L. & Bloemert, J., 23-Mar-2020, In : Language teaching research.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Tammenga-Helmantel, M., Mossing Holsteijn, L., & Bloemert, J. (2020). Target language use of Dutch EFL student teachers: Three longitudinal case studies. Language teaching research. https://doi.org/10.1177/1362168820911195

Author

Tammenga-Helmantel, Marjon ; Mossing Holsteijn, Liza ; Bloemert, Jasmijn. / Target language use of Dutch EFL student teachers : Three longitudinal case studies. In: Language teaching research. 2020.

Harvard

Tammenga-Helmantel, M, Mossing Holsteijn, L & Bloemert, J 2020, 'Target language use of Dutch EFL student teachers: Three longitudinal case studies', Language teaching research. https://doi.org/10.1177/1362168820911195

Standard

Target language use of Dutch EFL student teachers : Three longitudinal case studies. / Tammenga-Helmantel, Marjon; Mossing Holsteijn, Liza; Bloemert, Jasmijn.

In: Language teaching research, 23.03.2020.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Tammenga-Helmantel M, Mossing Holsteijn L, Bloemert J. Target language use of Dutch EFL student teachers: Three longitudinal case studies. Language teaching research. 2020 Mar 23. https://doi.org/10.1177/1362168820911195


BibTeX

@article{96d37b240d21441b90f4c39510699de5,
title = "Target language use of Dutch EFL student teachers: Three longitudinal case studies",
abstract = "This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior classes, compared to earlier studies in the Dutch context. The student teachers displayed different developmental patterns concerning TL use during teacher education: two of them increased their use of English, mainly in junior classes; TL use of the other student remained stable. Teacher education appeared to mediate TL use one year after graduation for two students. TL use had changed after finishing teacher education but no coherent developments could be discerned.",
keywords = "beginning teacher, first language (L1) use, second language (L2) use, student teacher, target language, teacher education",
author = "Marjon Tammenga-Helmantel and {Mossing Holsteijn}, Liza and Jasmijn Bloemert",
year = "2020",
month = "3",
day = "23",
doi = "10.1177/1362168820911195",
language = "English",
journal = "Language teaching research",
issn = "1362-1688",
publisher = "SAGE Publications Inc.",

}

RIS

TY - JOUR

T1 - Target language use of Dutch EFL student teachers

T2 - Three longitudinal case studies

AU - Tammenga-Helmantel, Marjon

AU - Mossing Holsteijn, Liza

AU - Bloemert, Jasmijn

PY - 2020/3/23

Y1 - 2020/3/23

N2 - This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior classes, compared to earlier studies in the Dutch context. The student teachers displayed different developmental patterns concerning TL use during teacher education: two of them increased their use of English, mainly in junior classes; TL use of the other student remained stable. Teacher education appeared to mediate TL use one year after graduation for two students. TL use had changed after finishing teacher education but no coherent developments could be discerned.

AB - This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior classes, compared to earlier studies in the Dutch context. The student teachers displayed different developmental patterns concerning TL use during teacher education: two of them increased their use of English, mainly in junior classes; TL use of the other student remained stable. Teacher education appeared to mediate TL use one year after graduation for two students. TL use had changed after finishing teacher education but no coherent developments could be discerned.

KW - beginning teacher

KW - first language (L1) use

KW - second language (L2) use

KW - student teacher

KW - target language

KW - teacher education

U2 - 10.1177/1362168820911195

DO - 10.1177/1362168820911195

M3 - Article

JO - Language teaching research

JF - Language teaching research

SN - 1362-1688

ER -

ID: 122003739