Pre-primary teacher talk: L1 use across different activity references

Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom management and organisation). Via word count, it contrasts L1 use in the core and logistical references of ten non-native EFL instructors of very young learners. The findings indicate significantly higher L1 quantities in logistical than core references, even in the case of comprehensible high-frequency logistical terms such as sit. This disparity raises questions about the role of activity-differential L1 use, and points to the particular value of logistics for focalized teacher-talk analysis and awareness.