UNIVERSITY OF GUADALAJARA -One of the most well-known and largest universities in Latin America -Network with both a high school system and a university system

HIGH SCHOOL EDUCATION SYSTEM (SEMS) 22 programs: general, technical, and vocational 24 high schools 31 regional high schools + 66 modules SEMS STUDENT POPULATION 110,280 in General High School 4,621 in Technical High School 5,310 in various vocational programs SEMS TEACHER POPULATION 904 full-time 538 part-time 3,762 teach specific subjects 491 full-time trainer technicians 236 part-time trainer technicians = 120,211 students = 5,931 teachers

Of which an extremely limited amount are certified as English as a Foregin Language Teachers (TEFL) Which is why research incites the analysis of the English classroom’s daily content. Particularly, the amount of Spanish (mother tongue) use that takes place in the expected English environment.

Research Objective: I) To describe the teachers’ use of Spanish in English classes in high schools from the Metropolitan Area of Guadalajara.

Justification Some educators believe that the L1 should be prohibited from the classroom Other teachers support and allow the use of the L1 in the EFL classroom FACT: English teachers are not required to comply with an English policy in public high schools of Jalisco

Specific Objectives Curriculum Design class of 34 students were divided into 3 groups for the same research: Group A, B, & C Group C To determine strategies used by the teacher to avoid the use of L1 To identify if teachers encourage the use of English Group A To identify the teachers’ beliefs about the L1 To investigate to what extent the L1 is used Group B To analyze and describe the purposes, functions (according to Jakobson, 1960), and frequency of which the L1 was used

Teachers’ Use of Español in the English High School Classroom: Research Methodology Instruments Observed and video recorded different high schools pertaining to the University of Guadalajara- 19 total schools methodology(qualitative research) interviewed 29 total English teachers data analysis (qualitative content analysis method)

Subjects and context 29 teachers: ages vary from 23 to 60 years old Whose workfield pertains to the Central region of the state of Jalisco Teachers works with a pre-designed syllabus to cover each semester

Instruments Class observations and note-taking Video recordings of classes Questionnaires for teachers Recorded interview with head coordinator of the language area that englobes all of the UDG high school education system

Data Collection Creswell’s (1998) steps to analyze data were utilized: Read and analyzed field notes taken during observations Wrote a detailed description of information gathered Created chart to analyze the answers and comments teachers provided in interviews Used video recordings as evidence and functioned as a tool of in-depth analysis Coded data from all high school to discover patterns, if any. Categorized data to simplify analysis Interpreted data to solidify results

5 CATEGORIES WERE CREATED TO ORGANIZE RESULTS Teachers’ beliefs regarding the use of L1 My students need it, English is difficult This is an English class; it must be taught in English Students don’t care about English, it’s a mandatory subject 2. To what extent teachers use L1 Just in case of emergency A couple of times would be OK, “una no es ninguna” Half and half Forget about English, let’s keep it simple

3. Language functions for using L1 in class 3.1 Referential function 3.2 Emotive function 3.3 Conative function 3.4 Phatic function 3.5 Meta-lingual function 3.6 Poetic function 4. Teachers’ strategies to avoid using L1 5. Encouraging L2 after using L1

Conclusions The use of L1 is demonstrated to be used based on the teacher's perception of the group’s understanding of the target language. Mixed ability classes lead to the need of simplifying the content = the use of L1. English only policy can lead to student frustration and disappointment. No matter the purpose, Spanish was used in every class.

5. The main functions observed, according to Jackobson (1960): referential (to convey meaning), meta-lingual (to communicate about the language code), and conative (to influence others’ actions). 6. 75% of teachers used the L1 as an aid. 7. 30% utilized the L1 as the dominant language. 8. The lack of language policy demonstrates that teachers do not feel obliged to encourage students to practice the L2 in class. 9. Only a few teachers attempted to use at least one technique to avoid using the L1 such as: mimicking, English synonyms, modeling examples.

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Teachers’ Use of Español in the High School English Classroom Universidad de Guadalajara Curriculum design – Liliana Maria Villalobos Gonzalez, PhD. AGUILAR ESTRADA JOSE LUIS AGUIRRE CHAVEZ MAURA BECERRA GONZALEZ GLORIA STEPHANIE CASTILLO LARA MARIA FERNANDA DE LA ROSA RICARIO MELISSA DOMINGUEZ HERRERA FERNANDA ELIDA ESPARZA CALDERON ISRAEL JOSE FRANCO LOMELI AHTZIRI NATALY (PRESENTOR) GARCIA GAMEZ DAVID ALBERTO GARCIA NAVARRO ALICIA IVETTE GONZALEZ FLORES ANDREA FERNANDA HERNANDEZ PEÑA DAVID JIMENEZ FLORES JESSICA NATALY MARCIAL MARTINEZ ROCIO MOLINA CASTAÑEDA MARIA DEL SOCORRO MONCAYO TARIN ITZEL ALABAMA MONTES ANAIS MURILLO GARCIA MARISOL (PRESENTOR) NUÑEZ PLASCENCIA MICHELLE ESTEFANIA OLMOS BERNAL ANDREA DEL CARMEN PAREDES VALDIVIA ADRIANA PORTILLO LIZARRAGA ALMA FABIOLA ROBLES MENDOZA HUGO ENREIQUE RUBIO MICHEL CITLALI RUIZ GOMEZ ABRAHAM MOISES SOLIS VILLAVICENCIO SANDRA ISABEL UVIÑA PEREZ JULIO SAID VALDEZ DEL TORO ROCIO VALDIVIA ALBA ITZEL VELAZQUEZ OROZCO NAYELI MARIELY VILLALOBOS ROBLEDO FRANCISCO JAVIER ZUÑIGA MATA JUAN EDUARDO ZUÑIGA VERDIN JOSE IGNACIO