L1 use in both EFL and ESL contexts must be kept to the minimum! Excessive L1 use in class will inhibit learning! However, with very basic level learners, we can be flexible as learners do need their mother tongue!

Asaad Chasib Hamood Thank you very much for your input. I have been recently involved in work related to the concept of 'translanguaging' (Garcia & Li Wei, 2014), which is gaining support among practitioners and academics worldwide. Contrary to my belief, it is rather useful in teaching multilingual speakers to acquire a target language, as they can use their 'language (s) vessel' whilst decoding a new one.

This is a great question and I am in favor of using L1 (Japanese) in a foreign language (English) classroom. Using L1 helps build rapport and trust with students. It increases their engagement and motivation. However, I limit L1 and try to strike a good balance, perhaps 20% (L1) to 80% (L2) ratio.

Soyhan Egitim Thank you very much Soyhan for contributing to the discussion. I absolutely agree with you on this one...a balanced use of L1 in the ESL/EFL context would definitely benefit all. However, opinions differ among the practitioners and academics. So, let us see how the discussion here evolves so that we could paint a clearer picture of practitioners/academics' stance on the issue in other contexts.

Thank you so much indeed,

Kind Regards,

Alexandra.

To me, using L1 in the ESL/EFL classroom is not recommended as the students are expected to rely on what is given, explained or clarified in their L1 rather than in L2. In case some notions or structures are not understandable in L2, then the teacher can use some communication strategies to deliver such new items in L2.

Shaitan Alexandra

What language skill you are interested in? Are you interested in reading & writing only? And what context?

I am asking because learners need to use the target language as much as they can to learn it. This argument goes in line with most recent teaching methods such as Task-based language learning TBLL! TBLL is based on the Interaction Hypotheses IH (Michael Long 1996; Swain, 2000). This approach to language learning is promoting learning competence in “using English to learn it” - normally referred to as focus on form FonF, Laufer, (2006) - rather than “learning to use English” (Howatt, 1984, 279)!

Hello

The use of L1 in EFL and ESL classes depends on the language skills you are teaching in a classes. In a listening and speaking class, you can only give instructions to make the class activities understandable and nothing more than that. In reading and writing classes, teachers can use L1 if it can motivate the students and help them understand the class activities so that they do the activities properly.

Muhammad Amjad Asaad Chasib Hamood Thank you very much for your thoughts and arguments. I totally understand your approach. More recently, however, 'translanguaging' as a new approach to teaching multilingual students acquire foreign languages has been getting a wide recognition and support among practitioners and academics (Li Wei, 2008; Garcia and Li Wei, 2014) where they argue for a more holistic approach to language teaching where learners linguistic capital (L1, L2, L3, and so on) should be viewed just as L (a total linguistics portfolio) that could be used by learners to make inferences based on the L.

In different occasions; several times due to students incapability of coping with English.

Hasan Abu-Krooz Sounds good, I totally understand that L1 is deployed by teachers depending on students' proficiency in a given situation.

Thanks a lot.....Shaitan-Alexandra ...... I totally agree with you, the use of L1 is class-contextually determined.

Sometimes I use L1 or our urban dialect only for fun, cheering up my students and motivate them in my own way, not to explain the lesson or emphasize what I mean. They understand English well enough because they are university students.

Chuzaimah D. Diem Sounds great! I reckon it is an effective way of establishing a rapport with students as well as foster a comfortable ZPD for all students regardless of their proficiency in a target language.

Thank you very much for your reply,

Kind Regards,

Alexandra.

Some experts in education suggest that at the lower level of learning a second language, the mother tongue which is the learner's first language (L1) should be used. For instance, in Nigeria, Bab Fafunwa, the then minister of education, led a group of other education and linguistics experts to set up the policy which stipulates that the L1 should be used to teach all subjects including English language (an L2) in the lower primary. The policy suggests that from the upper primary and above, English language should be used but allows intermittent use of the L1 to explicate or translate ideas that prove to be difficult in the process of teaching even at the upper level (s).

Personally the use of this method has helped me in teaching English as a second language some times. This happens where I have the knowledge of the learner's mother tongue. No matter how poorly it is spoken, the L1 can bail out at some naughty situations.

Sunday Ape Thank you so much for elaborating on the question and providing us with an invaluable information related to the deployment of L1 in Nigerian context. I totally agree with you that if a teacher is familiar/proficient with learners' L1, it would definitely assist explaining abstract concepts (in particular) to learners who might misperceive/misinterpret some notions/concepts of a target language. It is indeed an effective tool in developing L2 learners' metacognitive knowledge/competence.

Thank you very much for your input,

Kind Regards,

Alexandra.

Thank you@Alexandra. It gives me joy to contribute to knowledge. Knowledge sharing is part of our academic engagement. Thank you once again.

To save time and efforts.

Liqaa Habeb Al-Obaydi And do you think it is/was beneficial to students?

I use it when I need to introduce the meaning of a complicated EL word.

I think L1 is a cognitive tool for prompting L2 pedagogy; both students and teachers could use L1 for L2 scaffolding.

Check https://www.researchgate.net/publication/349120436_Use_of_L1_in_ESLEFL_Classroom_Multinational_Teachers'_Perceptions_and_Attitudes

https://www.academypublication.com/issues2/tpls/vol08/04/02.pdf

Dr. Shaitan Alexandra,

This is a crucial question. Some people believe that L1 should be avoided when teaching L2. From my point of view, L1 should be used when teaching L2 just to verify comprehension, also to explain the meaning of a word, phrase or idiom. It's also used to save time during the lesson, to give instructions, to compare something between L1 and L2( pronunciation, grammar, etc.)

There is no much change as per my paper attached.

Ildefonso Gustavo Díaz Sandoval Thank you very much for replying to the ongoing discussion on the rationale for using L1 in the ESL/EFL classroom. I really appreciate your constructive feedback.

Kind Regards,

Alexandra.

Abdu Al Kadi Absolutely agree on this one.

Kind Regards,

Alexanra.

Noman Musleh Musaed Al-Sayadi Sounds great! I also found it to be a rather useful strategy in the ESL classroom.

Best wishes,

Alexandra.

Kiprotich Kiptum Sounds great! Thank you very much for sharing your research.

Kind Regards,

Alexandra.

Vahid Ghorbani

Kind Regards,

Alexandra.

It is to be noted that language researchers have minimized or ignored the influence of L1 in L2 learning. The focus is now on the similarities among learners of L2, regardless of L1.

Abdu Al Kadi Sounds interesting. Thanks for your input.

Yes .. I actually use it to save time and efforts, to decrease anxiety, and to spread relaxation in class.

Liqaa Habeb Al-Obaydi Thank you very much for your input, sounds great! I am sure your students appreciate your effort to make learning engaging in a relaxed atmosphere.