Are you fluent in L3? (c2017)

Abstract

This study reports on teaching and practicing spoken English in French-medium schools in Lebanon. Specifically, it investigates the challenges encountered by students in French-medium schools when speaking English that is taught as a second foreign language. A qualitative exploratory design was adopted; data were collected by administering questionnaires to 6 teachers and 328 students and conducting classroom observations at a purposive sample of five private schools in the Mount Lebanon area. Qualitative data analysis and descriptive statistics were conducted; and results showed that students in French-medium schools lack skills in expressing themselves in the English language, in general, due to teachers’ given little attention to speaking skills and neglecting the fluency component of spoken English. Students mainly code-switched, using French and/or Arabic, to make up for their poor language proficiency in terms of formulaic expressions, vocabulary and structures. These challenges are amplified by the Lebanese curriculum’s structure and requirements, the teaching of each language skill separately, teacher-centered classrooms and the lack of relevant and authentic material to engage students in the learning process. Further recommendations are suggested for developing speaking skills inside and outside the classroom.