is that after the weekend seminar CLIL, the issue was resolved for me! obvious that native speakers are always better than teacher of L1 which follows as a second language to study. Some School Administrator, municipal employees and directors of non-professionals in the field, they differ (in some cases they are right but it depends on the fact that the teacher is language).
The reasons cited are: The teacher will not be able to literally translate the concepts from L1 to L2, or that the two talking and translating some bad words and structures, will lead to the wrong student, or that a teacher who speaks only in the L2 lesson will not teach you anything (because I do not understand) for the learner especially if children.
And here comes the answer according to some texts cited at the end of this post: the best teacher and bilingual in advance, but not always, or in all situations. Sometimes
for children (not really 100% bilingual) may be exposed to a perfect pronunciation of native speakers, but that should not translate concepts into context, unless the activity has a lens different from the language understanding of the word in itself. (Cases of boost to the pronunciation)
course must be empathetic, especially with children and do no more than translate the words and for all, avoiding the cognitive effort that will allow the storage, and last but not least, a native English teacher (especially in children under 8 years old, adults with a level B2 or higher, within CLIL, or within specialized courses) has a cultural heritage that the language that the L2 teacher can not learn as good in 6 years of college, or several trips abroad.
The teacher who teaches a rather native L1 L2 is optimal (if it is not bilingual) when it comes to adults over 50 beginner with the language being studied. This
my thinking is not a sacrosanct principle, but in principle, a principle that has proved efficient in general, as evidenced by the same university language courses in Italy and in the main universities of Linguistics deal.
to keep her long, I refer you to the bibliography in the field. Have fun!
Coonan MC, 2002, The foreign language car, Torino, Utet.
Hunfeld H., 2004, als Fremdheit Lernimpuls, Meran, Alpha Beta / Drava.
F. Genesee, 1987, Learning through two languages. Studies of immersion and bilingual education,
Rowley MA, Newbury House.
S. Krashen, 1988, Second Language Acquisition and Second Language Learning, London, Prentice Hall International
.
Maggipinto A., Veronesi D., P. Simon, 2003, Target languages \u200b\u200band learning,
Azzano San Paolo Edizioni Junior.
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