This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers.

本文探讨了剑桥大学CELTA（向其他语言使用者授课的英语证书）课程上的单语和双语教学。该课程通常被认为是全球英语教学中最受欢迎和最受认可的初始教师教育课程之一。本文介绍了一个小型研究项目，该项目探讨了77名CELTA培训师在英语教学中与使用第一语言（L1）有关的观点，并着重于如何在他们从事的教师培训课程中解决该问题。该研究包括使用英语作为母语或第二语言（L2）的培训者，以及会说单语和双/多语种的参与者。受访者在共享的L1（学习者使用英语以外的其他通用语言）以及多语言的教学和培训环境中工作。确定了开发与英语教学中使用L1有关的理论框架的需要，以及在CELTA课程上对此问题进行更明确和考虑的关注，以便培训人员和实习教师都可以就L1使用做出明智的教学决策。在他们的教学和专业实践中。调查结果还指出，在CELTA社区中，需要就与传统上单语种和“一刀切”的课程定位有关的问题，以及带来双语技能和观点的语言教师和教育工作者的潜在附加值进行广泛讨论。到教室，尤其是非英语母语者。确定了开发与英语教学中使用L1有关的理论框架的需要，以及在CELTA课程上对此问题进行更明确和考虑的关注，以便培训人员和实习教师都可以就L1使用做出明智的教学决策。在他们的教学和专业实践中。调查结果还指出，在CELTA社区中，需要就与传统上单语种和“一刀切”的课程定位有关的问题，以及带来双语技能和观点的语言教师和教育工作者的潜在附加值进行广泛讨论。到教室，尤其是非英语母语者。确定了开发与英语教学中使用L1有关的理论框架的需要，以及在CELTA课程上对此问题进行更明确和考虑的关注的必要性，以便培训师和实习教师都可以就L1的使用做出明智的教学决策。在他们的教学和专业实践中。调查结果还指出，在CELTA社区中，需要就与传统上单语种和“一刀切”的课程定位有关的问题，以及带来双语技能和观点的语言教师和教育工作者的潜在附加值进行广泛讨论。到教室，尤其是非英语母语者。