Teacher’s Target-Language Use in German asa Foreign Language Classrooms : A Study Based on Classroom Observations and Teacher Interviews

The Swedish curriculum for foreign languages emphasizes that instruction should beconducted primarily in the target language. Research on language learning likewisehighlights the importance of extensive input for the development of target languageproficiency. Nevertheless, previous studies indicate that teachers often use the targetlanguage only to a limited extent in classroom practice, and that the definition of authenticlanguage input lacks a clear definition.The aim of this study was to investigate which communication strategies German teachersemploy when interacting with their students and how these strategies support effective andcomprehensible target language communication, using data collected through classroomobservations and teacher interviews. The interviews further explored how teachers define,understand, and implement authentic language in their teaching.The results show that the teachers employed several strategies to facilitate communication,including the use of adapted language through simplification, reduced speech rate, andrepetition. In addition, visual support such as body language, presentations, and imageswas used to provide learners with multiple sources of input. Unlike previous studies, thisstudy identified peer-provided translation as a strategy, with teachers relying on otherstudents rather than switching to the first language themselves. The interviews showed that,despite emphasizing the importance of authentic language exposure, teachers prioritizedcomprehension and learner motivation by using adapted target-language.