THE DISCREPANCY BETWEEN TEACHERS’ THEORIES AND PRACTICES: A CASE STUDY ON THE TEACHERS’ CODE-SWITCHING TO L۱ IN IRANIAN EFL CLASSES: FROM SOCIOCULTURAL PERSPECTIVE

The aim of this study was to find out the attitudes of EFL teachers towards the use of L۱ in L۲ contexts as opposed to the restrictive use of L۲ in EFL contexts. It also aimed to investigate the areas of teaching where the mother tongue is used in the actual setting. Therefore, this research explored the opinions and code-switching practices of ۱۰ available Iranian EFL teachers of Shiraz Zand University in teaching reading comprehension in order to see whether there was a discrepancy between their beliefs and practices. The paper used mixed methods research (MMR) by incorporating both quantitative and qualitative data to enhance the validity of the research. The findings of the data collected through questionnaire, observation checklist and interview revealed that EFL teachers should maintain maximum use of English; however, appropriate and judicious use of mother tongue in their teaching is inevitable.

Keywords:

teachers’ theories , teachers’ practices , L۱ use , sociocultural perspective