Discourses of L1 and bilingual teaching in adult ESL

Abstract

This paper argues that learners' L1 has been largely marginalised or ignored in the ESL profession, through the selection and training of teachers, the development of the curriculum and methodology, and a focus on teaching exclusively in the medium of L2. It begins with a brief overview of the significance of L1 for 'the whole person' and for learning L2, and then gives an historical background to the development of English-only and bilingual teaching in Australian ESOL. The theoretical underpinnings of the promotion or banning of L1, and the discourses surrounding bilingual teaching and teachers are examined. Data from interviews with ESOL teachers are presented to suggest that a covert 'monolingual discourse' is prevalent in the profession. The paper concludes by suggesting that policy changes are needed in teacher education and teacher employment if the rhetoric about the valuing of L1 and multilingualism is to become reality.