The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the beliefs of teachers and students from two cases of Norwegian use during English lessons, applying video‐stimulated recall in semistructured interviews to elicit reflections about observed language choices in concrete classroom interactions. The findings revealed the complexity of factors influencing language choice in the L2 classroom. First, although teachers agreed on a mainly English ideal, competing beliefs led to varying instructional practices. Second, monolingual ideals were stronger among the students in comparison with their teachers, but these ideals operated alongside an affective dimension of language choice in interactions with the teacher and group work with peers. The study demonstrates how teacher and student beliefs are influenced by macro‐level sociopolitical discourses about multilingualism and indicates that language choice is influenced by such beliefs in combination with more temporary stances and roles.

中文翻译：

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二语课堂社交环境中的语言选择解释


在附加语言 （L2） 教学中使用学生的第一语言 （L1） 一直是语言教育研究中反复出现的主题。虽然研究记录了 L1 的使用量及其在 L2 教学中的目的，但很少有研究调查在语言学习发生的社会活动的微观层面上影响语言选择的多方面动机。本研究通过从英语课上使用挪威语的两个案例中探索教师和学生的信念，在半结构化访谈中应用视频刺激的回忆，以引发对具体课堂互动中观察到的语言选择的反思，从而提供了新的视角。研究结果揭示了影响 L2 课堂语言选择的因素的复杂性。首先，尽管教师们主要同意英语的理想，但相互竞争的信念导致了不同的教学实践。其次，与老师相比，学生的单语理想更强烈，但在与老师的互动和与同龄人的小组合作中，这些理想与语言选择的情感维度一起发挥作用。该研究展示了教师和学生的信念如何受到关于多语言的宏层面社会政治话语的影响，并表明语言选择受到这种信念以及更临时的立场和角色的影响。