چکیده

In this study, the researchers examined the uses of Persian language in some English language learning classes within some sampled English institutes and schools (both ordinary & featured) in Sabzevar, Iran in 2018. The aims were to examine when, how and for what reasons targeted learners and teachers used Persian in class contexts and to examine restrictions of English uses in their langauge teachers’ talk. Participants in this study included one hundred and ninety-one learners with an age range of 11 to 16 years plus their teachers (no=13) aged 25-45 who were only female learners in schools but from both gender in English language institutes. Utilized research design was observational. Observation conventions were prepared and saved through Marshall’s Model (2011). Findings indicates some six lines including L1 used for 1) saying memories and life experiences, 2) translating (word, phrase, and sentence), 3) explaining grammatical structures, 4) informing home assignments, 5) checking assignments and finally, 6) evaluating students.. As to L2 restrictions of use among langauge teahers, the researchers made notes of 1) lack of English teaching knowledge in the preparation stage, 2) not having enough information about current standards for code switching within ELT arenas, 3) fear in losing the time, 4) lack of access to technology, 5) fear of losing face, 6) having high concerns for managing class standards, among others. Possible interpretations were given in the light of recent translanguaging theories for language education realms in the end.

کليدواژه ها

Cross-Languaging, Code-Switching, Translangaugubg, Interpersonal communication, Interaction, L1 uses.

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Mahdieh Hosseinzade , 1398 , Substantiating Translanguaging Practices among EFL Iranian Language Learners during Oral Class Communications , اولين کنفرانس بين المللي مطالعات زبان انگليسي