Micro-Analysis of L1 Use in L2 Classrooms: Creating or Curbing Space for Learner Participation

After having returned from a long exile, mother tongue (L1) has recently caught the attention of some research studies, indicating that L1 can serve some interpersonal, pedagogical, and managerial functions in L2 classrooms. However, how L1 can play a role in creating or curbing space for learner participation in the micro-contexts of classroom (Seedhouse, 2004) has gone largely unnoticed. To contribute to this area, a total of six hours of naturally-occurring interaction from an intermediate class was transcribed verbatim and micro-analyzed through the methodology of conversation analysis (CA). Results of the study revealed that the frequency of the teacher’s code-switching in the micro-contexts of form-and-accuracy and procedural far exceeded that in the meaning-and-fluency micro-context. The results also contributed to a growing understanding of teacher talk (TT) in that the teacher’s choice of language hinges on the specific L2 contexts, the intricacy of the linguistic structure, and mostly in third- move position to support learning in various ways. Thus, in line with Waer’s (2012), this study offered some evidences showing that the teacher’s context-specific use of L1 can be considered as a component of ‘classroom interactional competence’ (CIC). This study concludes with presenting some implications for teachers and teacher educators.