Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study

Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.