Teachers’ Bilingual Cognition in English as a Second Language (ESL) Context: Knowledge, Beliefs and Practices about Language-1 Use
There is a growing perception in the academic world that the ideas that people hold are the best predictors of the choices they make in their daily lives (Bandura, 1986). A growing body of data-based research proves that instructors' opinions impact their classroom actions and practices. This scenario stands established in different scenarios, but very little research focuses on teachers' and learners' cognition concerning L1 use in classroom settings; while some focus on beliefs and practices in Pakistan, little focus is at the college level. Cognition and belief of teachers regarding L1 use in the classroom and their peculiar practices influence their knowledge beliefs. This research used a Questionnaire with a five-point Likert scale to understand the knowledge, beliefs, and practices of language teachers about L1 use. After computations and analysis, the data is presented in a tabular shape and analyzed. At the same time, interviews are conducted to understand better the teaching creeds and reasons for the instructors’ particular beliefs and practices. Twenty-two participants in this study were educators in different colleges in Pakistan who participated quantitatively; five of them were selected to investigate their opinions on bilingual cognition and their beliefs and practices of L1 usage in the classroom through interviews. The result shows that using L1 is very important and necessary for the smooth teaching/learning process and positively affects the learners, their psyches, attention span and motivation.
Copyright (c) 2022 Research Journal of Social Sciences and Economics Review
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.