no

The use of L1 in EFL/ESL classroom is beneficial. According to Lin (2008), the use of L1 in L2 classroom is helpful for:

• Interpretation and clarification of subject;
• Explain complex grammar points, phonology, cross-cultural issues, and spelling;
• Explain complex ideas;
• Evaluation of comprehension;
• Management;
• Save class time, as a substitute for a lengthy explanation in the target language;
• Affirmation and stimulation of participation;
• Pass on meaning through providing the L1 equivalence through translating L2 items or sentences;
• Humour and sign of bilingual identity. Explanation of errors

Reference: https://www.researchgate.net/publication/227004238_Code-Switching_in_the_Classroom_Research_Paradigms_and_Approaches

In spite of the said merits of allowing students to use their L1 in L2 classes, the risk is high in slipping into teaching L2 in L1 through translation, thus depriving students of precious opportunities to express their thoughts, feelings, and emotions in L2. In situations of blockage, I used to venture into L1 to save time and energy.

No

I let my EFL/ESL students switch to their L1 when needed, for instance, when I am with students who are not proficient in the language or when it is a reading lesson we're making sense. I don't spoil/impede their cognitive processing nor deprive them of their right to discussion only because they cannot articulate their thoughts in English.

in addition, ours is a multilingual country. CS is a phenomenon in a multilingual ecology; it can't be stopped.

I prefer to use L1 when I need to illsutarte or to explain something that maybe the students would not understand in English, but I hardly allow them to use L1 to express themselves during the lectures. Yet, this depends on the levels we are teaching; if i have first year students I may allow them rom time to time to say something in their MT, but when I teach higher levels i advise the learners to talk in English as this is part of their "practice" of the language.

Thanks for the generous sharing!

If you are teaching a foreign language, of course, it gets the priority, but sometimes, it's necessary to use mother tongue. First, in case the students or some students don't understand a content, it's better to explain in the mother tongue than they don't clear the doubt. Second, if the students understand but they don't know how to express their ideas in the foreign language, I allow them to use words in their mother tongue, in order they demonstrate comprehension.

Based on teaching experiences and other fellow researcher's suggestion that L1 actually helps in interpretation (Lin, 2008), a balance would do. I would say 80% to 20% for English and L1. Especially for EFL students, they will get used to listening English.

as one of the resources helping them to move towards language learning, code switching is accepted.

learners’ Mother tongue has a significant role in making second/foreign language learning a success. I believe that learners mother tongue constitutes the necessary background on which learning a new language is based. Yes, I would allow students to use their mother tongue in my class process in way that contributes significantly to the learning process.

Theoretically, L1 is considered interference and should be used in some limited situations. But reality is something else. Learning other languages faces difficulties and challenges in so many cases. So, sometimes you allow your students to use L1, or sometimes, you the language teacher use L1 to clarify some details or relate them to students' experience. This is not preferable but happens for some levels.

Oh thanks dears, ' love your theoretical and practical contributions

It all depends on the overall objectives of the course. As an illustration, in a conversation class , which operates based on the basic tenets underlying CLT resorting to L1 use is not helpful; however, in a writing class involving adults using the learners' L1 as a main resource of meta-linguistic knowledge can provide the teachers with useful short cuts for explaining certain important issues regarding the language texture and discursive aspects governing it.

It is accepted bu I prefer not letting them speak in their L1.

Hayder

Hello!

MT is a very important resource to foreign language learning. It is a receptive knowledge and an adaptive instrument (Troike Rudolph, C (1968). It is, therefore, wished to resort to it from time to time mainly in Discourse Analysis and in Specialized Language/Discourse Access where serial and inexhaustive analysis and critical interpretation are recommended. Yet, rather than developing long speeches (for materials explanations) in learners' L1, which might lower learners' learning perseverance (Lubasa 1990), it is not a sin and it is recommended to use even learners' indigeneous tongues in INSTRUCTIONS GIVING for a clear capture of what they are expected to do or not to do. In discourse understanding skills and in some grammar-based lessons (case of lexical vocabulary), teachers' reference to learners' L1 is indicated; yet, it should be strictly LIMITED. On their side, learners are allowed to resort to their L1 in group works for some specific issues demonstration while they have not yet developed a significant amount of the target language.

Little bit,when somebody, in some situations, is unable to present his/her ideas in English, but not for long time.

THis is a serious subject that may divide teachers' labor. I do use L1 when teaching English particularly at the lower levels at the beginning of the year, as the year develops, little by little I start increasing the ratio of the English language used. At the beginning, I use English words the most similar to ours in Spanish and the main issues in grammar (for example), I may explain them in both English and Spanish connecting the explanation to what they already know from Spanish.

only in one case, if they didn't understand what I say whatever I did to explain in that case it is OK to give them a very brief and quick hint in their first language. But, we have to avoid using it as much as we can in class.

u can make them understand by showing them realia, pictures, drawings, imitations, learning by doing..etc

When you have an monolingual class I think it's impossible to prohibit it. I have also been in environments where there are people who speak my first language, but that is not the community language. Speaking to my fellow English speakers in the community langauge (even when we both speak it well) just feels wrong, awkard and unnatural. We do it when there is a monolingual community language speaker with us in the group. Likewise in my classes, I feel like the students must feel the same way--however, when we are PRACTICING English, they should be practicing English, but I don't get upset when they use their L1, I do try to make a note of how they are using L1, because that shows me what they still need to learn in L2.

In ESL situations, students normally come from different L1 backgrounds, and the only common language in the classroom is English, the target language. Also, it's impossible for the teacher to understand all those languages. In ESL teaching, therefore, there is no choice — i.e., English must be used. That is considered a plus because students are forced to speak English.

In EFL situations, on the other hand, students normally share the same L1, so it is possible to make sensible use of their L1. I emphasize "sensible" here. But in certain EFL situations, the instructor might not speak the students' L1. If so, it becomes more like an ESL situation -- English only.

Vivian Cook has written extensively on the topic -- e.g.,

Article Using the First Language in the Classroom

http://eli.tiss.edu/wp-content/uploads/2017/07/Using-the-First-Language-in-the-Classroom-Vivian-Cook.pdf

L1 use in the Efl class seems beneficial for low proficiency learners to communicate instructions, but the main purpose of the class is to use the limited time for students to engage in L2 communicative activities.

For me L1 is needed when it explains about cultural terms which cannot be expressed in L2. For example, explaining about "penjor" the local term in Balinese language or bamboo pool decorated with young coconut leaves and suspended in front of the compound. We have lots of such the terms and we have to try to find its meaning resembles to L2 or English.

Lost in translation. There are some L1 expressions/vocabulary that can be described in English even though not part of the cultural experience of those from L2 countries. Try the Thai expression, " gik".

It is allowed in the early stage to give a comfortable Zone to the students

There is no recipe in this case. You have to consider the level of the students, their background, the purpose why they are learning the language, the topic you are teaching etc. Some L1 will not “hurt” anyone, as long as it is limited to giving instructions, or helping students understand. Sometimes you have to consider the struggle of low level students when you use only L2 and how it affects their learning.

Substantial discussion; thanks a lot!

Can we have more sharing? Do you allow your students to codemix/switch their L1 and English when interacting with you and their classmates? When? Thanks again

To some extant , L1 helps the teacher as well as the students. I mean teachers save time and effort in conveying the meaning especially concrete vocabulary.low-level students surely need their native language in early stages. This is my point of view that relies much on experience

Following.

Yes, I would. Specially the first months at lower levels. However, an agreement between the teacher and the students must be reached for L1 use decreases little by little.