1
O al Communica ion in he YL Class oom:
Unde s anding he use o L1
and maximising he use o L2.
Ca la So ia Bei o da Cunha
Rela ó io de Es ágio em
Mes ado em Ensino de Inglês do 1º Ciclo do Ensino Básico
___________________________________________________
Ma ço 2017
i
Resea ch p ojec wo k submi ed in ul ilmen o he equi emen s o he deg ee o
Mas e in Teaching English in he 1s Cycle o Basic Educa ion
pe o med unde he academic guidance o P o . D a. Ca olyn Leslie
and o P o . D a. Ana Ma os.
ii
Dedica ed
o my mo he who always encou aged me o ne e gi e up and who I miss so deeply.
iii
ACKNOWLEDGEMENTS
I would like o exp ess my since e hank you o my amily wi hou whom I migh ne e
ha e ul illed my d eams and o my boy iend who was always pa ien and a ailable o
help me.
I would also like o hank my school, my s uden s and all he eache s who allowed me
o s a his jou ney and wi hou whom his p ojec would no be possible.
i
ORAL COMMUNICATION IN THE YL CLASSROOM:
UNDERSTANDING THE USE OF L1
AND MAXIMISING THE USE OF L2.
CARLA CUNHA
ABSTRACT
KEYWORDS: o al communica ion, pee in e ac ion, L2 use, lea ne s’ awa eness, sel -
con idence, di icul ies in lea ning.
The p esen esea ch p ojec in es iga es o al communica ion in he young lea ne
class oom, seeking o unde s and in which con ex s and o wha easons L1 is used and
simul aneously o maximise he use o L2 as he main language in class.
The esea ch p ojec was de eloped in a s a e p ima y school du ing he i s school
e m and in ol ed a g oup o 25 lea ne s a ending he hi d g ade. O al asks in pai s
and g oups became pa o egula wo k in he class oom and a numbe o class oom
s a egies we e implemen ed o maximise L2. The da a was collec ed om a p e-s udy
ques ionnai e, a mid-s udy ques ionnai e, audio eco dings and a eache ’s jou nal. The
audio eco dings we e analysed quan i a i ely o check he use o he mo he ongue and
h ee exce p s we e ansc ibed and analysed quali a i ely o e i y p og ess in speaking
he a ge language.
Resul s concluded ha young lea ne s used L1 as a s a egy o sol e communica ion
p oblems and o e come di icul ies in lea ning when engaged in pee in e ac ion.
Analysis o in e ac ions showed ha young lea ne s used L2 in o de o help hei
pa ne s by p o iding language o e o mula ing pee ’s discou se. Fu he analysis o
hese in e ac ions sugges ed ha sel -con idence issues in using he a ge language may
be he esul o lea ning gaps. The main conclusion o his s udy is ha i is possible o
educe he use o L1 in he young lea ne s’ class oom, al hough i is essen ial o aise
lea ne s’ awa eness o he use o English in o de o maximise L2.

COMUNICAÇÃO ORAL NO ENSINO PRECOCE:
COMPREENDER O USO DA LÍNGUA PORTUGUESA
E MAXIMIZAR O USO DA LÍNGUA INGLESA.
CARLA CUNHA
RESUMO
PALAVRAS-CHAVE: comunicação o al, in e ação en e pa es, uso de L2, consciência
dos ap enden es, au oes ima, di iculdades de ap endizagem.
O p esen e es udo é uma in es igação no âmbi o da comunicação o al no Ensino
p ecoce pa a comp eende em que con ex os e po que azões o Po uguês é u ilizado e
simul aneamen e pa a maximiza o uso do Inglês como língua p edominan e na sala de
aula.
O p oje o de in es igação desen ol eu-se numa escola p imá ia pública du an e o
p imei o pe íodo do ano le i o e en ol eu um g upo de 25 alunos que equen a am o
3º ano de escola idade. O abalho o al em pa es e g upos o nou-se habi ual na sala de
aula e implemen ou-se um conjun o de es a égias pa a maximiza o Inglês. A
in o mação ecolheu-se a a és de ques ioná ios p é-es udo, ques ioná ios a meio do
es udo, egis os áudio e um jo nal do p o esso . Os egis os áudio o am analisados
quan i a i amen e pa a e i ica o uso da língua ma e na e ês exce os o am
ansc i os e analisados quali a i amen e pa a e i ica um p og esso na o alidade da
língua-al o.
Os esul ados concluí am que os ap enden es usam o Po uguês como es a égia pa a
esol e p oblemas de comunicação e supe a di iculdades de ap endizagem na
in e ação o al. A análise de in e ações e elou que os ap enden es u ilizam o Inglês pa a
ajuda o colega ao p o idencia -lhe con eúdo ou e o mula o seu discu so. Uma análise
complemen a des as in e ações suge iu que p oblemas de au oes ima ao u iliza a
língua-al o podem de i a de alhas na ap endizagem. A p incipal conclusão des e
es udo é que é possí el eduzi o uso do Po uguês no Ensino p ecoce, con udo é
essencial desen ol e a consciência dos ap enden es quan o ao uso do Inglês de o ma a
maximiza a língua inglesa.
i
TABLE OF CONTENTS
In oduc ion………………….………………………………………………… 1
Chap e I: Li e a u e Re iew………….…………………………....…………. 3
I.1. The use o L1………………………………………….………...... 3
I.2. The use o L2………………………………………….…………. 4
I.3. Encou aging L2 speaking in he class oom………………………. 5
Chap e II: The Ac ion Resea ch………….…………………………………… 7
II.1. Con ex ……….…………………………………………….….… 7
II.2. Me hodology………….…………………………………….……. 8
II.2.2. Da a Collec ion Tools…………….……………………. 9
II.2.2.1. Class oom S a egies………………….……… 9
II.2.2.2. O al Tasks……………………………………. 10
II.2.2.3. P e-s udy Ques ionnai e………………....……. 11
II.2.2.4. Mid-s udy Ques ionnai e………….…………. 11
II.2.2.5. Audio Reco dings…………….…….…….…. 11
II.2.2.6. Teache ’s Jou nal……….………………...…. 12
II.3. Resul s……………….………………...…………….…………… 13
II.3.1. P e-s udy and Mid-s udy ques ionnai e……….……...… 13
II.3.2. Audio Reco dings……………….……………….……... 15
II.3.3. Audio Reco ding Exce p s…………………….………. 17
II.3.3.1. Audio Reco ding Exce p 1………………. ….. 17
II.3.3.2. Audio Reco ding Exce p 2………………. ….. 18
II.3.3.3. Audio Reco ding Exce p 3…………………... 19
II.3.4. Teache ’s Jou nal………….………….……….………... 21
II.4. Discussion and Conclusion……………………….………………. 23
II.4.1. Unde s anding he use o L1…………………………… 23
II.4.2. Maximising he use o L2……………………………… 24
II.4.3. Limi a ions and sugges ions o u he esea ch………. 25
Re e ences…………….………….……………….……………….……….… 28
Lis o Tables…………………………………………………………………... 30
Appendix A: Pa en s Le e o Consen ……………………………………. ….. 31
Appendix B: S uden s Le e o Consen …………………………………….… 32
Appendix C: P e-s udy Ques ionnai e………………………………….……… 33
ii
Appendix D: Mid-s udy Ques ionnai e………………………………….……. 34
Appendix E: O al Tasks………………………………………………….……. 35
Appendix F: Teache ’s Jou nal…………………………………………...……. 38
Appendix G: Beha iou Boa d Race…………………………………….……. 39
Appendix H: English Wo d Box……………………………………….….…… 40
Appendix I: Puppe s……………………………………….…………………… 41
Appendix J: Ca d wi h lags o Po ugal and The Uni ed Kingdom…………… 42
iii
LIST OF ABBREVIATIONS
L1 Fi s language
L2 Second o o eign language
YL Young lea ne
7
Chap e II. The Ac ion Resea ch
II.1. Con ex
This esea ch p ojec ook place in a Po uguese s a e p ima y school - EB1/JI
Vale G ande in Odi elas. This school is loca ed in a small neighbou hood and i is
composed o ou classes only, howe e i has a Class Pa en Rep esen a i e
Associa ion which akes a e y ac i e and coope a i e ole in de eloping ac i i ies in
pa ne ship wi h he school boa d. The e o e, i is possible o a i m ha he ela ionship
be ween he school boa d and he pa en s is close and bo h pa ies con ibu e o
main aining a happy lea ning en i onmen which is bene icial o he child en.
The pa icipan s in ol ed in his esea ch p ojec s udied in a 3 d g ade class o
25 lea ne s, 16 gi ls and 9 boys wi h no Special Educa ional Needs lea ne s. The class
had been lea ning English since 1s g ade h ough A i idades de En iquecimen o
Cu icula , he school g oup’s a e -school ime able o ee ac i i ies, ha ing had a
o al o wo one-hou lessons a week. The e o e, he g ea majo i y o lea ne s we e
amilia wi h some basic English. In addi ion, he class was al eady amilia wi h me as
I was hei eache in he 2nd g ade.
By he ime lea ne s eached 3 d g ade he English language had become
compulso y in he Po uguese cu iculum. Howe e , he numbe o lessons emained he
same. A his poin , lea ne s s a ed lea ning English in a mo e o mal con ex in which
he eache planned lessons acco ding o he cou se book Le ’s ock! (Ab eu & Es e es,
2016) and he Me as [S a e Cu iculum] objec i es: a A1 le el o he Common
Eu opean F amewo k o Re e ence (B a o, C a o & Dua e, 2015). Addi ionally,
lea ne s we e assessed 65% on w i en es s, 20% on a endance, beha iou and
esponsibili y, 8% on lis ening es s and only 7% on spoken p oduc ion in he
class oom.
As a as eaching young lea ne s is conce ned, he objec i es and aims ela ed
o de eloping speaking seemed o be e y simplis ic and limi ed wi h ew oppo uni ies
o imp o emen . The cu iculum emphasises lexis and g amma whe eas spoken
in e ac ion and p oduc ion is explained e y b ie ly h ough he use o sounds, hy hms
and in e ac ion wi h he eache using simple s uc u es. Fu he mo e, he eaching

8
app oach adop ed in he class in ol ed in his s udy ocuses on de eloping lea ne s’
w i ing skill, gi ing li le impo ance o he spoken p oduc ion. The impo ance gi en o
speaking seemed o be diminished and i migh well be he eali y in o he Po uguese
s a e p ima y schools. Ne e heless, he ac ha speaking was conside ed an
unexplo ed skill in his class u ned ou o be an app op ia e example o de elop his
s udy.
II.2. Me hodology
Acco ding o Anne Bu ns (2010), i is impo an o esea che s o ha e a mo e
ealis ic iew o and eel o he con ex whe e he s udy has aken place. The e o e,
ac ion esea ch was he adop ed o m o esea ch chosen o his p ojec as i p o ides a
holis ic iew o he opic unde in es iga ion, akes in o accoun he con ex whe e he
esea ch akes place and also emphasizes he alue o he eache . Using ac ion esea ch
helps you become a be e eache in ha i makes you e lec no only on you eaching
skills bu also on you sel as a eache and, by ha ing a g ea e unde s anding o he
esea ch con ex , i helps you imp o e lea ne s’ language lea ning (Bu ns, 2010).
In o de o moni o all s eps h oughou ou esea ch, i is impo an o de ine
and sys ema ize an ac ion esea ch plan. The ollowing able p esen s he ou s eps in
he design o his esea ch p ojec , so as o de e mine in which con ex s lea ne s ended
o use L1 in he class oom and, secondly, o apply s a egies o maximise he use o L2
as he main language. The nex sec ion conside s he ype o ools used o ob ain da a
om he p esen esea ch p ojec in mo e de ail.
Table 1
Ac ion Resea ch Plan. Adap ed om Anne Bu ns (2010).
S ages
Desc ip ion
Planning
Iden i ying a p oblem
When do lea ne s use L1 du ing o al
communica ion and in e ac ion in he class oom?
Is i possible o educe he mo he ongue and
maximise L2 as he main language?
Ac ion
De elop a plan
To iden i y when lea ne s use L1 du ing o al
communica ion and in e ac ion.
To de ine and apply s a egies o maximise L2.
Implemen da a collec ion ools: p e-s udy
ques ionnai e
9
Obse a ion
Collec da a
Implemen da a collec ion ools: mid-s udy
ques ionnai e, audio eco dings and a eache ’s
jou nal.
Re lec ion
P o ide esul s
Re lec and conclude on he da a collec ed and on
he implica ions o he esea ch s udy and possibly
s a on a new cycle o esea ch.
II.2.1. Da a Collec ion Tools
In o de o maximise he use o L2 as he main language, class oom s a egies
we e implemen ed. The da a collec ion ools chosen o ob ain quan i a i e da a we e a
p e-s udy ques ionnai e, a mid-s udy ques ionnai e and audio eco dings. Whe eas
quan i a i e esea ch p o ides numbe s, quali a i e esea ch is also essen ial o ge mo e
de ailed in o ma ion. The e o e, a eache ’s jou nal and h ee audio eco dings exce p s
we e used as quali a i e esea ch ools.
Du ing Sep embe , pe mission was sough om pa en s, om he school boa d
and also om child en. Acco ding o Pin e (2011), besides ob aining consen , i is
impo an ha eache s also explain o he child en h oughou he esea ch p ojec why
hei con ibu ion is aluable and make su e lea ne s unde s and all he objec i es. The
le e s o consen o pa en s and s uden s a e p esen ed in Appendices A and B. In
s uden s’ le e s o consen , lea ne s we e able o choose pseudonyms which a e used in
his esea ch p ojec wo k.
II.2.1.1. Class oom S a egies
B own (1994) a gues eache s should implemen many s a egies o cap u e
lea ne s’ a en ion in o de o mo i a e and make hem in e es ed in he lesson.
S a egies ha appeal o lea ne s’ in e es s may ha e a posi i e impac on he p og ess
o lea ne s’ speaking skill and enhance hei language lea ning. The e o e, a ca d wi h
lags o Po ugal and he Uni ed Kingdom o swi ch a he beginning o e e y lesson
was in oduced so lea ne s emembe ed hey had o use L2 and acknowledged he
exp ession “Speak English” (Appendix J). A beha iou ace was se up o encou age
lea ne s no only o beha e well bu also o mo i a e hem in speaking mo e English. A
he end o e e y lesson, lea ne s we e asked no only o e lec on hei beha iou bu
also i hey spoke L2. The boa d ma ke s mo ed o wa d o back acco ding o hei
pe o mance in class (Appendix G).
10
Acco ding o Read (2005), in o de o manage child en posi i ely, eache s
should be able o main ain a happy wo king en i onmen in which lea ne s a e engaged
in meaning ul ac i i ies and eel mo i a ed o lea n. In No embe , lea ne s who said
hey we e mo e insecu e in using L2 on he p e-s udy ques ionnai e we e assigned
leade oles and we e esponsible o beha iou managemen and checking L2 use in
pai and g oup wo k speaking ac i i ies. E en hough he ques ionnai e emained
anonymous, he ac ha I was amilia wi h he class mean i was possible o iden i y
who hese lea ne s we e. By choosing hem as leade s I would e i y why hey el
insecu e in speaking English in class and i he e was a p og ess in hei L2 use.
Addi ionally, wo puppe s we e in oduced o enhance lea ne s’ speaking skill
and o encou age lea ne s o speak L2 (Appendix I). The puppe s we e used by he
eache o model he o al asks and also used by lea ne s in u ns while hey we e
engaged in pai and g oup wo k. Las ly, an “English wo d box” was used wi h he
pu pose o asking lea ne s o hink abou new wo ds and exp essions ela ed o subjec s
augh in lessons hey would like o lea n and pu hem in he box (Appendix H).
A e wa ds, di e en lea ne s we e chosen o ind ou he meaning o hose wo ds and
exp essions in English a home and sha e hem in he nex lessons so he ocabula y
could be used in speaking ac i i ies.
II.2.1.2. O al Tasks
F om No embe onwa ds, h ee pai and wo g oup o al asks we e in oduced in
o de o de elop lea ne s’ speaking skill. Tasks help child en de elop hei in e ac ional
skills as hey equi e ha lea ne s exchange messages o achie e some goal (Moon,
2002). Acco ding o Moon (2002), child en need o unde s and no only he goal o a
ask bu also he language used. The e o e, he ocabula y was ela ed o subjec s augh
in lessons and lea ne s had o use simple and clea s uc u es. In addi ion, asks we e se
up in o de o be un and mo i a ing o lea ne s. Role-plays, ec ea ion o dialogues
and speaking games we e used. Each ask was modelled on he boa d by he eache
using puppe s be o e lea ne s we e engaged in pai and g oup wo k.
In o al ask 1, lea ne s we e engaged in g oups o ou and played a game ela ed
o eelings ocabula y using dices. In o al ask 2, he class was se up in pai s and
lea ne s played a guessing game using class oom objec mini lashca ds. In o al ask 3,
lea ne s did a dialogue building speaking ac i i y in pai s. In o al ask 4, lea ne s we e
11
engaged in pai s and did a ole-play game using class oom objec mini lashca ds. In
o al ask 5, he class was se up in g oups o ou and did a speaking ac i i y using
o une elle s. The o al asks a e p esen ed in Appendix E.
II.2.1.3. P e-s udy Ques ionnai e
Be o e he esea ch s a ed, lea ne s we e gi en a p e-s udy ques ionnai e a he
beginning o Oc obe o ind ou wha hey hough abou using L1 in class oom and
whe he hey el i was impo an o use i and, i so, why.
The p e-s udy ques ionnai e had se en closed ques ions in which lea ne s we e
asked o colou smiley aces acco ding o hei answe s: a happy ace o “yes”, a no so
happy ace o “some imes” and a sad ace o “no”. Addi ionally, wo “Why?” and
“When?” open ques ions we e in oduced o analyse lea ne s’ pe sonal opinions and
how hey could di e . Kelle (2005) a gues i is impo an o engage child en in hei
own esea ch and no es ha , i ques ioned in a manne hey can unde s and, hey can
p o ide eliable answe s. The e o e, he ques ionnai e had clea and child iendly
language as i was simple and quick o lea ne s o comple e and i was also easy o
analyse all he da a collec ed. Numbe s we e calcula ed o he closed ques ions and
lea ne s’ open answe s we e ead and analysed epea edly. A e wa ds, hey we e
alloca ed in o six ca ego ies. The p e-s udy ques ionnai e is p esen ed in Appendix C
and esul s in able 2.
II.2.1.4. Mid-s udy Ques ionnai e
The mid-s udy ques ionnai e was used in he middle o No embe and i sough
o e i y i lea ne s had changed hei a i udes owa ds he use o L1. Unlike he p e-
s udy ques ionnai e, he mid-s udy ques ionnai e was dis ibu ed du ing he second
phase o maximising L2, hus he aim was o look o less use o L1 in he class oom.
The in o ma ion ga he ed had he pu pose o de e mining i he class oom s a egies as
well as he wo k done in class we e encou aging lea ne s o use he a ge language. A
second goal was o check i he e was a de elopmen in lea ne s’ speaking skill.
Al hough bo h ques ionnai es we e iden ical o be easie o lea ne s o
comple e, ques ions 1 and 8 we e sligh ly changed o make lea ne s hink i hey we e
ying o use mo e English in he class oom. Numbe s we e calcula ed o he closed
12
ques ions and lea ne s’ open answe s we e ead and analysed epea edly. A e wa ds,
hey we e alloca ed in se en ca ego ies. The mid-s udy ques ionnai e is p esen ed in
Appendix D and esul s in able 2.
II.2.1.5. Audio Reco dings
My cell phone was used o eco d 9 pai s and 4 g oups o ou lea ne s each
du ing o al asks and all eco dings had an a e age o hal a minu e du a ion. In o al,
eigh een lea ne s we e eco ded in pai s and six een in g oups. The ocus was o eco d
as many di e en lea ne s as possible in o de o ga he a g ea e numbe o u e ances
and na u al eac ions. Addi ionally, he aim was o unde s and how equen ly L1 was
used and o conclude i i was used o he same pu poses h oughou he lessons. A
second goal was o con i m whe he he a ge language was used wi hou he
supe ision o he eache and i lea ne s we e able o sol e communica ion p oblems.
The audio eco dings we e i s ly analysed quan i a i ely using a g id o check
i e L1 ca ego ies ha we e chosen acco ding o he mos equen uses in he young
lea ne class oom om my eaching expe ience: L1 o code-swi ch, L1 o help he
pa ne , L1 when eeling upse o us a ed, L1 when o ask and o he use o L1.
Addi ionally, h ee L2 uses we e included: L2 as class oom language, L2 o gi e
ins uc ions and o he uses o L2. A e wa ds, h ee audio eco ding exce p s we e
analysed quali a i ely o check he p og ess o English use o e ime.
II.2.1.6. Teache ’s Jou nal
Acco ding o Tice (2011), he pu pose o a eache ’s jou nal is o de elop ou
e lec i e eaching as i os e s sel -assessmen o ou own p ac ices and helps us, as
eache s, o change and imp o e ou eaching skills. The e o e, he eache ’s jou nal
p esen ed in Appendix F was used o make no es a e e e y lesson and o desc ibe
lea ne s’ esponses du ing lessons which, in my opinion, we e ele an o his esea ch
p ojec aim. Addi ionally, i helped me o ganize my hough s in o a cohe en s uc u e o
e lec and conclude on my lesson plans’ s eng hs and weaknesses. The esul s a e
p esen ed by ansc ibing and analysing no es om my eache ’s jou nal.

13
II.3. Resul s
The ollowing sec ion analyses he esul s o he da a collec ed ha aimed o
ga he in o ma ion abou he wo ques ions on which his s udy is based. The esul s
he e o e p esen ed a e ela ed o he i s ques ion o his esea ch p ojec :
1. When do lea ne s use L1 du ing o al communica ion and in e ac ion in he
class oom?
II.3.1. P e-s udy ques ionnai e and Mid-s udy ques ionnai e
Table 2
Resul s (exp essed as numbe s o s uden s o p e-s udy ques ionnai e and mid-s udy ques ionnai e.)
Ques ions
P e-s udy Ques ionnai e
(23 pa icipan s)
Yes Some imes No
Mid-s udy Ques ionnai e
(22 pa icipan s)
Yes Some imes No
1- Do you like speaking English?
13
5
5
-
-
-
1 - A e you ha ing mo e un in
speaking English?
-
-
-
11
8
3
2 - Do you unde s and wha he
eache says du ing he lessons?
9
13
1
6
13
3
3 - Do you hink he eache needs
o speak Po uguese in class?
2
15
6
3
14
5
4 - Why?
Yes: 1 does no unde s and
and 1 unclea .
Some imes: 14 do no
unde s and and 1 unclea ;
No: 6 no need o use L1.
Yes: 2 do no unde s and and 1
unclea .
Some imes: 10 do no
unde s and, 2 sel -con idence
issues and 2 L2 p og ess;
No: 4 no need o use L1 and 1
L2 p og ess.
5 - Do you speak Po uguese in
English lessons?
2
16
5
3
16
3
6 - Do you eel mo e com o able
i you speak Po uguese in class?
8
10
5
7
9
6
7 - Why? O when?
Yes: 1 lea ning gap, 1 does no
like o speak English and 6 sel -
con idence issues;
Some imes: 8 lea ning gaps, 1
sel -con idence issue and 1
unclea ;
No: 5 no need o use L1.
Yes: 4 lea ning gaps, 2 sel -
con idence issues and 1 does no
like o speak English;
Some imes: 7 lea ning gaps, 1
sel -con idence issue and 1
unclea ;
No: 6 no need o use L1.
8 - Do you hink you can speak
mo e English in class?
12
6
5
-
-
-
8 - A e you ying o speak mo e
English in he class oom?
-
-
-
15
3
4
14
9 - Do you speak English ou side
he class oom wi h?
15
-
8
11
-
11
As able 2 shows, he esul s o bo h ques ionnai es a e e y simila . In he mid-
s udy ques ionnai e, my a en ion was ocused on he second esea ch p ojec phase
which sough o maximise L2 as he main language in o de o make lea ne s mo e
com o able and con iden in using English in class. The e o e, one possible eason o
explain why ewe lea ne s unde s ood wha he eache said du ing lessons in ques ion
2 migh ha e been ela ed o an inc easing amoun o English use o he eache .
The ac ha esul s in ques ion 3 show li le di e ence in bo h ques ionnai es
may ha e o do wi h lea ne s’ p e ious expe iences in he class oom. As he speaking
skill seemed o be an unexplo ed skill in he class in ol ed in his s udy, possibly
lea ne s we e no used o hea ing he eache using English. As a esul , he majo i y o
lea ne s jus i ied hei answe s in ques ion 4 in bo h ques ionnai es saying ha
some imes hey did no unde s and he eache . Howe e , i may be possible he wo k in
class was g adually changing lea ne s’ opinions owa ds he use o L1. In he mid-s udy
ques ionnai e, h ee lea ne s w o e “now I don’ need he eache o use i ” o “now I
unde s and”, meaning hey we e p obably becoming awa e o hei p og ess in lea ning
L2. Addi ionally, as he use o L2 was being maximised in he class oom and lea ne s
we e encou aged and asked o use mo e English, hey may ha e ocused on hei
inabili y o do so.
Resul s in ques ions 5 and 6 a e also e y simila . Al hough lea ne s we e
amilia wi h some basic English om p e ious yea s, hey we e no used o being
asked o speak L2 in class by he eache . I may be possible lea ne s we e weak o ally
and so hey used L1 because hey we e no capable o using L2 o hey we e insecu e a
ying o speak English. In ques ion 7 o he p e-s udy ques ionnai e, se en lea ne s
w o e “I’m a aid o speaking English”, “I’m emba assed o pa ne s making un o my
mis akes” o “I’m shy”, which may sugges lea ne s had sel -con idence issues in using
L2 mos ly because hey we e no used o speaking English in class. Con e sely, in he
mid-s udy ques ionnai e, he numbe o sel -con idence issues in using L2 dec eased o
h ee which may indica e lea ne s we e becoming com o able wi h speaking English
and eeling encou aged o do so.
In ques ion 8, wel e lea ne s hough hey could speak mo e English in he p e-
s udy ques ionnai e, whe eas in he mid-s udy ques ionnai e i een we e making an
e o o do i . This simila i y be ween esul s may indica e he class was s ill in he
15
p ocess o becoming com o able wi h he second phase o maximising L2 in he
class oom. E en hough om my obse a ion lea ne s seemed mo i a ed o use mo e
L2 in class, i may be possible ha hey we e no comple ely awa e hey we e in ac
doing so. As can be seen in my eache ’s jou nal, “Resul s on he mid-s udy
ques ionnai e showed ha , al hough lea ne s a e mo e mo i a ed in speaking English in
lessons, hey a e no en i ely awa e o hei lea ning p og ess.” (Teache ’s jou nal,
05/12/2016). This small di e ence be ween esul s may be due o he lack o sel -
assessmen ools o aise lea ne s’ awa eness in using L2. In addi ion, he ime be ween
bo h ques ionnai es may ha e also been oo sho o make lea ne s awa e o hei
p og ess in L2 use.
II.3.2. Audio Reco dings
Table 3
Analysis o Audio Reco dings (exp essed as numbe s o equency o L1 and L2 uses o 9 pai s and 4
g oups o lea ne s eco ded du ing he o al asks).
O al Tasks
Use o
L1 o
code-
swi ch
Use o
L1 o
help
pa ne
Use o L1
when
eeling
upse o
us a ed
Use
o L1
when
o
ask
O he use o
L1
Use o L2
as
class oom
language
Use o L2
o gi e
ins uc ions
O he
use o L2
9
Reco dings
in pai wo k
(18
lea ne s)
3
5
2
3
8
(5 o gi e
ins uc ions
and 3 when
using
in e jec ions)
1
1
6
( o help
pa ne )
4
Reco dings
in g oup
wo k
(16 lea ne s
– g oups o
4)
1
1
2
5
6
(4 o gi e
ins uc ions,
1 o ansla e
and 1 when
using
in e jec ions)
2
1
7
( o help
pa ne )
In pai wo k, L1 was essen ially used o help he pa ne and o gi e ins uc ions
as, o ins ance, “Red é e melho.” [Red is ed]. Addi ionally, lea ne s also used code-
swi ching as a s a egy o sol e communica ion p oblems. “Floo é chão, able é mesa.”
[Floo is loo , able is able]. The e o e, i may be possible o a i m lea ne s some imes
swi ched o L1 in en ionally o con ey he message a he han due o lea ning gaps o
16
sel -con idence issues. As can be seen in my eache ’s jou nal, “Lea ne s used L1
s a egically o ansla e, o help he pa ne and o gi e ins uc ions.” (Teache ’s
jou nal, 28/11/2016). When lea ne s had di icul ies in lea ning hey ended o use L1.
“Não sei o que é is o.” [I don’ know wha ’s his]. This may be due o he ac ha as
lea ne s el upse o us a ed o no being able o con ey he meaning in English hey
elied on L1 o do so. “Víbo a e e alguma endência pa a usa L1 quando se sen iu
us ado po não se lemb a de obje os em Inglês.” [Víbo a had a endency o use L1
when he did no emembe class oom objec s in English.] Addi ionally, lea ne s used
L1 in pai s when hey became awa e o a mis ake o when hey we e dis ac ed and
swi ched back o L2 o sel -co ec hemsel es. “Whe e is you … ai não!” [Whe e is
you … oops, no!]. These in e jec ions in L1 we e used as a s a egy so lea ne s had
mo e ime o e lec abou he co ec use o English hus helping hem wi h p oduc ion
o L2.
In g oups, lea ne s also used L1 o gi e ins uc ions du ing asks as, o ins ance,
“Tens de dize .” [You ha e o say.] o o ansla e in o de o help hei pa ne s con ey
he meaning. “Es ás zangado?” [A e you ang y?]. One o he mos no iceable
di e ences be ween he wo o ms o pee in e ac ion was ha lea ne s equen ly used
L1 when o ask in g oup wo k. Engaging lea ne s in communica i e ac i i ies may
ha e c ea ed a heal hy compe i i e en i onmen in he class oom. Howe e , when
wo king in g oups, i was di icul o manage lea ne s’ beha iou and keep hem
ocused in using L2. “G oups: + compe i ion, + in e ac ion, - ocus and – beha iou
con ol”. (Teache ’s jou nal, 28/11/2016). As he g oups we e big, some imes leade s
los ocus on asks and hey s a ed speaking in Po uguese abou a a ie y o subjec s
as, o ins ance, “Es ás a passa - e ou quê? [Wha is w ong wi h you?].
Ne e heless, i was in e es ing o no ice ha lea ne s used L2 in g oups jus as
equen ly as L1 o help he pa ne by epea ing wo ds o sen ences co ec ly and by
p omp ing missing in o ma ion. In addi ion, lea ne s we e also becoming awa e o
p onuncia ion mis akes as hey s a ed co ec ing misp onuncia ion mo e o en. E en
hough he e we e less in e ac ion oppo uni ies be ween pai s, om my obse a ion i
was possible o check lea ne s we e ying o speak mo e English. “In pai s, he use o
L2 is as g ea as in g oups, howe e he e a e less in e ac ion oppo uni ies.” (Teache ’s
jou nal, 05/12/2016). Gi en hese esul s, i may be possible o a i m lea ne s we e
becoming com o able wi h using L2 as hey we e making an e o o y o speak mo e
English in class.
23
3.4 Discussion and conclusion
The ollowing sec ion will discuss he esul s ob ained h oughou his esea ch
p ojec ha aimed o ga he in o ma ion ela ed o he wo opics on which his s udy is
based.
3.4.1. Unde s anding he use o L1
Na ion (2003) a gues lea ne s use L1 o help hem build appo wi hin he class
and add ess p oblems associa ed wi h hei limi ed L2 knowledge. As can be seen in
p e-s udy ques ionnai e esul s, lea ne s jus i ied hei use o L1 in he class oom by
saying hey had di icul ies in lea ning and hey we e shy o emba assed o making
mis akes in on o hei colleagues. By he ime he mid-s udy ques ionnai e was
applied, lea ne s we e possibly changing hei opinions owa ds he use o L1 as esul s
o ques ion ou showed. Howe e , hey we e using L1 o he same easons as in he
p e-s udy ques ionnai e. This may be due o he sho ime be ween bo h ques ionnai es.
The mid-s udy ques ionnai e was used abou a mon h la e which may no ha e been
enough o me o no ice a conside able di e ence a educing L1 in class and aising
lea ne s’ awa eness in using L2.
Acco ding o Na ion (2003), L1 can be used as a ool o discuss ac i i y
managemen and i also plays a social unc ion by c ea ing a sense o g oup cohesion
hus educing lea ne s’ anxie y. The audio eco dings’ analysis showed ha in pai and
g oup wo k lea ne s used L1 wi h he pu pose o helping he pa ne and gi ing
ins uc ions o sol e communica ion p oblems.
One issue ela ed o his s udy was whe he he use o L1 in he class oom
in e e es wi h L2 lea ning p ocess o is bene icial o lea ne s. Al hough lea ne s used
L1 o sol e miscommunica ion du ing o al asks, i is impo an o highligh ha
allowing lea ne s o use he mo he ongue equen ly in class may p o ide a sense o
secu i y in lea ne s ha is no bene icial o hem. I will no only dep i e hem o
expe iencing communica ing in L2 bu i will also make hem o e -dependen on L1
(Ellis & Shin ani, 2014). The eache ’s ole is o keep ein o cing he use o he a ge
language in he class oom by c ea ing meaning ul ac i i ies and s a egies o appeal o
lea ne s’ in e es s and mo i a e hem o speak English.

24
3.4.2. Maximising he use o L2
In open class o al wo k, lea ne s el a sense o g oup cohesion wo king wi h he
eache . The e o e, hey el mo e secu e in using he a ge language and did no swi ch
equen ly o he mo he ongue. “When engaged as a whole o wo king wi h he
eache , lea ne s eel com o able using L2.” (Teache ’s jou nal, 13/10/2016).
By es ablishing ou ines in he class oom, he eache is able o main ain a happy
lea ning en i onmen whe e lea ne s enjoy being engaged in speaking ac i i ies and
beha e well (Read, 2005). Assigning leade oles and in oducing puppe s we e he
class oom s a egies ha may ha e encou aged lea ne s o speak L2 he mos as bo h
unc ioned as a suppo o o e come lea ne s’ insecu i y. Gi ing esponsibili y o
lea ne s no only may ha e ein o ced lea ne s’ pa icipa ion in class bu i may also
ha e s eng hened lea ne s’ social ela ionships. Likewise, puppe s may ha e
con ibu ed o c ea e oppo uni ies o p ac ice he language in a child iendly con ex
ha was meaning ul o lea ne s and which hey ela ed o. As Toledo and Hoi (2016)
a i m, child en eel mo e elaxed and mo i a ed speaking h ough puppe s as he
“a ec i e il e ” is educed. “Once again, lea ne s we e e y mo i a ed o use he
puppe s and all o hem wan ed o go o he boa d, e en insecu e lea ne s as Fada Mimi
and Rod igo.” (Teache ’s jou nal, 24/11/2016). Addi ionally, puppe s may s imula e
lea ne s’ lea ning and enhance hei communica i e skills as hey eel encou aged o y
o speak mo e English in he class oom. (B eziga , as ci ed in Toledo and Hoi , 2016).
As i was possible o check in he eache ’s jou nal, lea ne s de eloped con idence in
using he a ge language by speaking h ough puppe s as hey we e no a aid o
making mis akes in on o he class. “When I ga e s uden s he puppe s, I no iced ha
he class in gene al el mo e elaxed o speak h ough hem.” (Teache ’s jou nal,
12/12/2016).
One ques ion ha eme ged du ing he obse a ion phase o his esea ch p ojec
was whe he sel -con idence issues we e ela ed o di icul ies in lea ning. Al hough
lea ne s may also ha e shyness o sel -con idence issues when communica ing in L2,
hei anxie y mainly a ises due o limi ed linguis ic esou ces. In audio eco dings, i
was possible o no ice lea ne s had communica ion p oblems o di icul ies in lea ning
which some imes lead hem o use L1. Howe e , when leade s used L2 o help hei
pa ne s, lea ne s el encou aged o speak English. The e o e, lea ne s may eel
25
insecu e o speaking English due o di icul ies in lea ning and, i encou aged and
helped in o de o o e come lea ning gaps, hey may educe he use o L1 o e ime.
Philp, Adams and Iwashi a (2014) a gue lea ne s a oid he use o he mo he
ongue when hey eel accus omed o engaging ac i i ies. As can be seen in audio
eco dings, as he a ge language used in o al asks was simple and clea o lea ne s,
hey became com o able using i and, as a esul , hey ied o speak mo e L2 in class.
“Rinoce on e in e up ed A malina using L2 as class oom language o co ec he by
saying w ong.” (Teache ’s jou nal, 05/12/2016). Acco ding o Ellis and Shin ani (2014),
when lea ne s eel encou aged o use mo e L2 hey g adually become mo e compe en
in inding s a egies o communica e in English. The ac ha esul s on audio
eco dings showed lea ne s used L2 jus as equen ly as L1 o help he pa ne may
sugges lea ne s we e making an e o o y o speak mo e English in class. “L2 o help
is used qui e o en by almos all pai s and g oups o assis pa ne s in epea ing wo ds o
sen ences.” (Teache ’s jou nal, 28/11/2016).
3.4.3. Limi a ions and sugges ions o u he esea ch
Due o educed ime, one possible limi a ion o his s udy was ha he wo k done
was no enough o help lea ne s become awa e o hei p og ess in L2 use. Acco ding o
Ellis and Ib ahim (2015), he eache has a c ucial ole in de eloping lea ne s’
knowledge and sel -awa eness o hei own lea ning p ocess. By being able o do ha ,
“g adually he eache leads he child en o a conscious de elopmen o hei own
lea ning s a egies and awa eness o how hey lea n, so hey can become mo e e ec i e
and independen language lea ne s.” (Ellis & Ib ahim, 2015: 9). The beha iou ace
boa d p esen ed in Appendix G unc ioned as a sel -assessmen ool as lea ne s e lec ed
on hei own beha iou as well as i hey spoke L2 a he end o lessons. Howe e , i
was he only sel -assessmen ool used h oughou his esea ch p ojec , he e o e i was
no su icien on i s own o de elop lea ne s’ awa eness on hei L2 p og ess.
One s a egy ha could ha e been in oduced was epea ing he mid-s udy
ques ionnai e be o e he obse a ion phase was comple ed. Addi ionally, lea ne s could
ha e sel -assessed hemsel es a e o al asks no only o make hem e lec i hey
spoke English bu also o enhance hei language lea ning awa eness. B ews e , Ellis
and Gi a d (2002) a gue he mo e lea ne s a e encou aged o be esponsible o hei
own lea ning and assessmen , he mo e hey will unde s and language lea ning aims and
26
objec i es. By in oducing sel -assessmen asks, lea ne s could ha e become mo e
awa e o hei own weaknesses and s eng hs. The e o e, hey would eel p oud o wha
hey had accomplished hus imp o ing hei language mo i a ion.
One da a collec ion ool ha could ha e been ad an ageous o his esea ch
p ojec was in e iews. Bu ns (2010) de ines s uc u ed in e iews as con olled
con e sa ions whe e he esea che wan s o ge speci ic in o ma ion om each pe son.
By in e iewing lea ne s who a i med o be insecu e o speaking L2 in he p e-s udy
ques ionnai e indi idually, i would ha e been possible o ge a mo e de ini e idea o
wha hose child en’s needs we e. As a esul , my ocus would be on os e ing hese
lea ne s’ awa eness in lea ning L2 and possibly hei g owing con idence in using he
a ge language would be e lec ed on he whole class.
As a eache ainee, my obse a ion and esul s on audio eco dings and on he
eache ’s jou nal cla i ied my doub s as whe he i was possible o maximise he use o
L2 in class and educe he mo he ongue. In oducing class oom s a egies and se ing
egula pai and g oup wo k speaking ac i i ies may ha e encou aged lea ne s in ying
o speak mo e English a he han elying equen ly on L1. Howe e , i is also essen ial
ha eache s use assessmen ools o ein o ce language lea ning aims and objec i es
o e ime, o he wise lea ne s may no be comple ely awa e o hei L2 lea ning
p og ess.
As he esul s sugges ed ha lea ne s bene i ed om being engaged in a pai and
g oup wo k speaking en i onmen , he school could de elop a simila p ojec o see
how he English language in a 4 h g ade class could be maximised. Young lea ne s ha e
a sho a en ion span and hey can ge dis ac ed easily, hus one o he di icul ies ha
a ose du ing speaking ac i i ies managemen , especially in g oup wo k, was o educe
he use o L1 when o ask and o keep lea ne s ocused on speaking mo e English.
Ne e heless, i su p ised me ha his class c ea ed a s ong cohesi e en i onmen while
doing o al asks, as lea ne s ied o ind many s a egies in o de o sol e
communica ion p oblems and o help pa ne s when awa e o mis akes using L2.
Al hough i is no possible o gene alize such indings, as his p ojec ook place in a
speci ic con ex and each lea ne is unique, i would be in e es ing o check di e ences
be ween a 3 d and a 4 h g ade class.
The indings in his esea ch p ojec sugges ha lea ne s’ insecu i y in speaking
L2 may eme ge om lea ning gaps. One u he idea he e o e ela ed o his s udy
27
could be o de e mine he ela ionship be ween insecu i y and di icul ies in lea ning in
o al communica ion in he young lea ne class oom.
As a eache and as a esea che , i was qui e exci ing and mo i a ing o me o
ealize ha I was able o collec in e es ing esul s wi h he wo k I did. Speaking had
always been an unexplo ed skill in he class in ol ed in his s udy. Howe e , i was
possible o check lea ne s we e bene i ing om p omo ing communica ion in he
class oom o e ime. Lea ne s we e no only making e o s o speak mo e English in
class bu hey we e also eeling encou aged o do so by being engaged in pai and g oup
wo k ac i i ies. Mos impo an ly, his esea ch p ojec allowed me o unde s and he
impo ance o de eloping lea ne s’ communica i e skills when lea ning a second
language. Teache s should encou age lea ne s in p oducing he a ge language as i
gi es hem he possibili y o sha e knowledge and hey lea n he language by lea ning o
speak.
28
REFERENCES
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Bu ns, A. (2010). Doing ac ion esea ch o English language eache s. A guide o
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Cook, V. (2001). Using he i s language in he class oom. Canadian Mode n
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Ellis, R., & Shin ani, N. (2014). Explo ing language pedagogy h ough second
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Oli e , R., & Philp, J. (2014). Focus on o al in e ac ion. Ox o d: Ox o d Uni e si y
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Pin e , A. (2011). Child en lea ning second languages: esea ch and p ac ice in
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Read, C. (2005). Managing child en posi i ely. English Teaching P o essional, 38(5),
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h p://edglossa y.o g/lea ning-gap/
30
Lis o Tables
Table 1 Ac ion Resea ch Plan ………….………………….…………. 8
Table 2 Resul s o P e-s udy Ques ionnai e and Mid-s udy Ques ionnai e 13
Table 3 Analysis o Audio Reco dings…………………….………….… 15
31
Appendix A, Pa en s Le e o Consen
Pedido de au o ização aos Enca egados de Educação
Ca os pais e enca egados de educação,
O meu nome é Ca la So ia Bei o da Cunha e é com mui o gos o que i ei es a com o seu
educando a es agia du an e o 1º pe íodo des e ano le i o.
Es ou a aze um Mes ado em Ensino de Inglês no 1º Ciclo na Faculdade de Ciências Sociais e
Humanas na Uni e sidade No a, Lisboa, e o mes ado implica que du an e o es ágio aça um
pequeno p oje o de in es igação. Es e p oje o se á incluído no meu ela ó io inal. O meu
abalho in i ula-se O al Communica ion in YL Class oom: Unde s anding he use o L1 and
maximising he use o L2 (Comunicação O al no Ensino P ecoce: comp eende o uso da Língua
Po uguesa e maximiza o uso da Língua Inglesa).
Venho, po es e meio, solici a a ossa au o ização pa a pode inclui o seu educando nes e
p oje o que ai deco e en e se emb o e dezemb o de 2016 du an e o meu es ágio.
Depois de pedi au o ização ao seu educando pa a a/o inclui no meu es udo a ecolha de
dados se á e e uada median e a ealização de a i idades que p omo am a comunicação o al
em con ex o de sala de aula, a im de comp eende em que si uações os alunos endem a
eco e ao uso da Língua Po uguesa e de que o ma pode ão se aplicadas es a égias pa a
p omo e a Língua Inglesa como língua p edominan e.
Du an e as a i idades acima e e idas, os esul ados ob idos pa a o p oje o de in es igação
se ão ecolhidos a a és de ques ioná ios indi iduais aos alunos, g elhas de obse ação e de
g a ação somen e em áudio.
A qualque momen o o seu educando pode escolhe não pa icipa . As in o mações ob idas
se ão e e idas no meu ela ó io inal de mes ado e e en ualmen e em a igos académicos e
con e ências.
A ins i uição e odos os seus uncioná ios e as c ianças pe manece ão anónimas em qualque
ci cuns ância.
Se i e ques ões a coloca ag adeço que me con ac e pessoalmen e a a és da Coo denado a
da Escola.
Ag adeço que dê au o ização pa a que o seu educando possa pa icipa no meu p oje o de
es udo. Peço que en egue es a au o ização assinada a é ao dia 30/09/2016.
D a. Ca la Cunha
_______________________________
P o . D a. Ca olyn Leslie
O ien ado a de Es ágio
FCSH, Uni e sidade No a Lisboa
_______________________________
Eu,
_____________________________________________________________________________
enca egado de educação de
______________________________________________________________________,
decla o que ui in o mado(a) dos obje i os do p oje o in i ulado O al Communica ion in YL
Class oom: Unde s anding he use o L1 and maximising he use o L2 (Comunicação O al no
Ensino P ecoce: comp eende o uso da Língua Po uguesa e maximiza o uso da Língua Inglesa)
da P o . Ca la Cunha e au o izo que o meu educando pa icipe.
Da a: __________________________
Assina u a:
___________________________________________________________________________
32
Appendix B, S uden s Le e o Consen
Que ido(a) aluno(a),
O meu nome é Ca la Cunha e escolhi a ua u ma pa a pa icipa num p oje o mui o
impo an e que es ou a aze na aculdade pa a me o na P o . de Inglês de 3º e 4º ano.
Du an e o 1º pe íodo ou se a ua p o esso a de Inglês, mas udo is o con a pa a a minha
no a de a aliação e eu gos a a mui o de pode con a con igo e que me ajudasses a e uma
boa no a!
E o que é que e ás de aze ? É mui o simples! O que amos aze nes es 3 meses é:
• esponde a pequenos ques ioná ios;
• pa icipa em a i idades a pa es ou em g upos onde amos p a ica e ala mui o em
Inglês.
E como é que is o e ai ajuda ? Vais ap ende a ala melho Inglês e ambém ais sen i - e
mui o mais à on ade em ala em Inglês com os colegas na sala de aula, na ua, ou a é em
casa com os pais.
No inal, ou analisa odos os ques ioná ios, os meus ela ó ios e as minhas abelas, que ou
aze du an e as a i idades, como se ossem um “jo nal” da u ma e incluí-los no meu p oje o
inal.
Também amos aze mui as a i idades, mui os jogos, ou i músicas, le his ó ias po que eu
que o que odos se di i am MUITO! ☺
Não e p eocupes que o eu nome não ai apa ece no meu p oje o. Se quise es, a é podes
in en a um nome pa a i ao eu gos o de um he ói, um animal ou de uma p incesa! Depois
não e esqueças de me dize qual é!
Gos a a mui o que acei asses em pa icipa ! Os eus pais ambém já sabem do meu p oje o e
a qualque momen o podes decidi que não que es pa icipa , não há qualque p oblema.
Se i e es alguma dú ida podes i ala comigo que es a ei semp e disponí el pa a i.
Ca la Cunha
______________________________
Que o pa icipa no p oje o de es udo da P o . Ca la Cunha
Não que o pa icipa no p oje o de es udo da P o . Ca la Cunha
(Pin a a ca a co e a)
Da a: __________________________
Assina u a:
____________________________________________________________________________
39
Appendix G, Beha iou Race Boa d

40
Appendix H, English Wo d Box
41
Appendix I, Puppe s
42
Appendix J, Ca d wi h lags o Po ugal and The Uni ed Kingdom