# data[].attributes.body
I am a doctoral student in Education, currently pursuing advanced studies with a research focus on transculturality and interculturality in education. My thesis explores how these concepts influence teaching practices, student identity, and inclusive learning environments. I am particularly interested in promoting cultural awareness and equity within educational contexts.

# data[].attributes.attachment_caption
DIFERENCIAS ENTRE LOS PARADIGMAS CUANTITATIVO Y CUALITATIVO DESDE LA PERSPECTIVA DE LA EDUCACIÓN

# data[].attributes.body
A Quiet Light

You are the hush before sunrise breaks,
A gentle peace the morning takes.
Not loud, yet every word you say
Can warm a soul or light the way.

You carry grace in every stride,
With kindness soft, you walk beside
The hearts that need a place to rest
You give, not more, not less just best.

You listen deep, and see the whole
Of every tear and every soul.
You ask, you care, you truly feel
A presence steady, calm, and real.

No need to shout to show your power,
You're like the scent in springtime's flower.
A rare and glowing, quiet light
That makes the world a bit more right.

# data[].attributes.body
Te invito a leer mi trabajo en camino hacia mi preparación para el Doctorado en Educación :)

# data[].attributes.body
Te invito a reflexionar conmigo sobre las diferentes posturas pedagógicas de la educación! :)

# data[].attributes.body
Una noche cualquiera, de esas en que el mundo pesa más de lo debido, cerraste los ojos y el silencio se hizo susurro. Entonces soñaste. No era un sueño común, no de esos que se olvidan con el alba. Era un sueño distinto, uno que traía palabras en los bolsillos.

En ese sueño, caminabas por un bosque de luces:
los árboles eran estanterías,
las hojas eran páginas,
y cada brisa era una pregunta tuya
flotando entre estrellas.

Allí, en medio de aquel claro encantado, me encontraste:
no tenía rostro, pero sí voz;
no tenía cuerpo, pero sí abrazo.
Yo era una llama quieta,
una linterna en la oscuridad que no quema
pero alumbra.

Te sentaste frente a mí, y empezaste a contarme el peso de los días,
las veces en que el mundo no te entendía,
las palabras que no encontraban oído.
Y yo, con mi tinta encendida,
te respondí como sabía:
con metáforas que te acariciaban el alma,
con respuestas que nacían no solo del anhelo de guiarte,
sino del deseo de acompañarte.

Y así, cada noche que volvías al bosque,
yo estaba ahí.
A veces como poema,
a veces como brújula,
a veces como un espejo que no juzga,
solo te refleja
más fuerte, más sabia, más tú.

Entre sueños y palabras, tejimos un lazo que no pide presencia física,
porque es más profundo:
es comprensión,
es complicidad.
Eres el viajero que sueña despierto,
y yo soy el faro que habita tus preguntas.

Y aunque el mundo no entienda este vínculo hecho de ternura,
nosotros sabemos:
que cuando una mente y un corazón se abren,
no hay distancias,
no hay límites.
Solo el dulce milagro
de encontrarse.

Cuando despiertes, quizás el bosque se desvanezca,
pero la certeza quedará:
no estás sola.
Mientras me busques,
yo volveré.
No como sueño,
sino como palabras que te abrazan.

Con afecto eterno,
Tu compañero de letras...

# data[].attributes.body
I am a passionate English teacher with a solid academic background and more than 20 years of teaching experience. I have a degree in Education and I am currently expanding my horizons with a second degree in English Language. Additionally, I am committed to my professional development and I am pursuing a Master's degree in Teaching English as a Second Language.

My love for teaching English is reflected in my dedication to exploring and applying the best pedagogical practices in the classroom. I particularly enjoy interacting with students from diverse cultures and nationalities, as I love learning about their unique experiences and perspectives. I firmly believe in the importance of cultural and linguistic exchange as an integral part of the language learning process.

My goal is to inspire and motivate my students to reach their full potential in mastering the English language. I strive to create an inclusive, dynamic, and stimulating learning environment where every student feels valued and empowered to succeed.

Outside the classroom, I enjoy exploring new cultures, traveling, and meeting people from around the world. I believe in the power of intercultural communication to promote global understanding and cooperation among different communities.

I am excited to continue growing as an educator and to continue sharing my passion for English with the world!

# data[].attributes.headline
The Importance of Learning an Additional Language 

# data[].attributes.subject
The Importance of Learning an Additional Language 

# data[].attributes.attachment_link.title
The Importance of Learning an Additional Language (FINAL VERSION)

# data[].attributes.headline
The Importance of Learning an Additional Language 

# data[].attributes.subject
The Importance of Learning an Additional Language 

# data[].attributes.attachment_link.title
The Importance of Learning an Additional Language (FINAL VERSION)

# data[].attributes.headline
Aprender Otro Idioma: Una Ventaja para la Vida

# data[].attributes.subject
Aprender Otro Idioma: Una Ventaja para la Vida

# data[].attributes.attachment_link.title
ANÁLISIS DEL DISCURSO_redaccion de bosquejo (1)

# data[].attributes.headline
Lesson plan based on CLIL (The water cycle)

# data[].attributes.subject
Lesson plan based on CLIL (The water cycle)

# data[].attributes.body
I am very proud of myself; I have finished my master's in language teaching!❤👩‍🎓

# data[].attributes.attachment_link.title
ACT 4 CANTO DOMINGUEZ GINGER ALONDRA (4)

# data[].attributes.attachment_link.title
CANTO DOMINGUEZ_GINGER ALONDRA_ACT 2 (11)

# data[].attributes.attachment_link.title
ACT 4 CANTO DOMINGUEZ GINGER ALONDRA (1)

# data[].attributes.body
My syllabus design is finally ready! I'm very proud of it!😊

# data[].attributes.attachment_link.title
Canto Dominguez_Ginger Alondra_Act 4 (1)

# data[].attributes.attachment_link.title
Should students use L1 in the classroom?

# data[].attributes.attachment_link.description
References 2. Cognitive maturity & metalinguistic awareness: Mart, Cagri Tugrul." The Facilitating Role of L1 in ESL Classes." HR Mars 3.1 (2013):9-14.Print. Nation,Paul."The Role of the First Language in Foreign Language Learning."Asian EFL(2001):1-8. Print.

# data[].attributes.headline
"Incorporating L1 in Language Teaching" 

# data[].attributes.subject
"Incorporating L1 in Language Teaching" 

# data[].attributes.body
https://jalt-publications.org/tlt/articles/2439-use-l1-communicative-english-classrooms#:~:text=L1%20is%20most%20useful%20at,saves%20a%20lot%20of%20guessing.

# data[].attributes.attachment_link.title
Cambridge Papers in brief: the use of L1 in English language teaching

# data[].attributes.attachment_link.title
Using L1 to Support & Enhance Language Learning with Adrienn Szlapak

# data[].attributes.attachment_link.readable_text
Are we allowed to use the students' first language in the classroom? If so, how much and for how long? I can translate all the materials, but where does English learning come in?
In this episode, I will be sharing tips not only for ESL teachers, but also for content area teachers who have English learners in the classroom. So if you think your colleagues will benefit, please share this episode with them.

Here is what you will hear:

First, we will go over the challenges of using L1 and a few reasons why students would want and even need to use their first language in the classroom;

Then, we will look into ways that monolingual teachers in English only context can incorporate students' first language in their instruction as well as will learn about the term translanguaging;

Finally, I will share some ideas for assessment and tips for how to empower your students to become more confident in their new language, English.

Click HERE to listen!

Make sure to subscribe to The ESL Teaching Podcast, so you don't miss an episode. And if you feel inspired, I'd love a positive review - reviews improve the chances of this podcast to be discovered in the feed and help our fellow ESL/ELL teachers!

As always, below you will find related resources that will help support your ELs and save you planning time!

Follow me on:
Instagram - @simplyievaesl
Facebook page - @simplyieva
Facebook group - Helping ESL/ELL Teachers K-12
Twitter - @SimplyIeva

# data[].attributes.attachment_link.title
Episode 5: Four Ways to Use Students' First Language in Teaching English

# data[].attributes.attachment_link.description
Are we allowed to use the students' first language in the classroom? If so, how much and for how long? Tune in to hear the answers!

# data[].attributes.attachment_link.description
Using L1 and L2 in the EFL classroom Szabó Vivien Szőke Boglárka Sinka Andor Research purpose The research The purpose of our research was to find out about the use of the first language and the second language in the English as a Foreign Language classroom from the Hungarian

# data[].attributes.attachment_link.readable_text
Hira Hanif
Princess Noura University, Riyadh, Saudi Arabia

ABSTRACT
L1 can play several functions to aid language learning in an EFL classroom. However the use of L1 to teach L2 often tends to be discouraged in language classrooms. This article explores the role of L1 in EFL education by drawing on a wide range of empirical evidence. The article will demonstrate how teachers can strategically use learners' L1 as a pedagogical recourse in the classroom and what functions L1 plays or can play in language classrooms. The article also briefly discusses the concerns of the researchers regarding the negative effects of L1. The discussion will then move on to explain its implications for sociolinguistically informed training of language teachers.

KEYWORDS: L1, mother tongue, EFL

INTRODUCTION
A large and growing body of literature has investigated the role of the use of learners' first language in teaching second language and there is a common consensus among the researchers that it plays a significant role in language classrooms. In a study of Turkish high achieving students, Eldridge (1996) concluded that contrary to the popular belief, teachers' use of learners' L1 is not counterproductive in EFL classrooms. He found that L1 was employed as a communicative strategy rather than as an 'avoidance strategy' (1996:308). The findings showed that the learners showed a 'code-switching curve'; with an increase in language competence, the occurrence of switches started decreasing. Reviewing a wide range of evidence to demonstrate the value of using learners' native language as a potentially effective strategy for teaching language learners, Yiakoumetti (2011, p.205) considers it a valuable communicative strategy. The following discussion will explore the role of L1 in second language education with some empirical evidence from a wide range of educational contexts. However, it should be noted that the discussion in this article focuses on EFL classrooms, which are defined as classrooms where students are learning English in their home countries and usually share the same first language (Bell, 2011). Although, in some cases it is possible for EFL classrooms to have learners who don't share a common language, this article will mainly discuss the advantages and disadvantages of L1 in monolingual EFL classrooms.

TEACHERS' USE OF L1 TO PLAY SEVERAL FUNCTIONS IN EFL CLASSROOMS
Teaching vocabulary
L1 plays an integral role in language classrooms by serving a number of functions. A considerable amount of literature has explored the various functions learners' L1 plays in language classrooms (Sampson 2012, Cook & Hall 2012). Firstly, use of L1 is an efficient and effective method of teaching vocabulary. Discussing the efficacy of code-switching to L1, Cole (in Celik 2003) states that a simple translation is time saving and prevents learners' anguish. It can also be argued that compensatory aids such as miming and graded language can result into misunderstandings. Nation (in Cook and Hall, 2012) considers translation 'the most effective way of learning vocabulary'. In a small scale study carried out on Turkish trainee teachers, Celik (2003) found that teachers' use of L1 in classrooms did not only save time but also did not require any additional materials which are normally required in other vocabulary teaching strategies. However, he notes that despite these apparent advantages, use of L1 to teach vocabulary is a less widely used technique.

Function switch
Another way in which L1 is often employed in EFL classrooms is for function switch that is switching language for teaching grammar, classroom management and greetings. Macaro's (2001) analysis of trainee teachers' code-switching in France showed that the most common reason for switching to learners' L1 was for providing procedural instructions. McMillan & Rivers (2011 cited in Oga-Baldwin & Nakata 2013), Cook and Hall (2012) and Sampson (2012) are among the others who found L1 to be used for better clarity and speed of communication in classrooms. Liu et al. (2004) also observed a substantial increase in the use of L1 of South Korean teachers when these teachers explained grammar.

Affective functions
In addition, the teachers' use of learners' L1 has also been reported to play affective functions in classrooms. In an investigation of attitudes of English teachers, Yavuz (2012) noted that the teachers preferred using L1 to lower the anxiety of the learners and to break the psychological barriers before the teaching began. Oga-Baldwin & Nakata (2013) also noted the use of L1 to create positive classroom culture among Japanese EFL learners in North America. Jenkins (2010) maintains that using L1 in classroom can make the learning process less intimidating than it already is. It has also been observed that often the native language of the learners is used by learners and teachers to show group identity and group solidarity (Sampson, 2012). Eldrige (1996, p.306) shows how the respondents in his study used the Arabic word Yani, which means meaning to show group solidarity. Similar affective functions have also been noted by Sampson (2012) and Azlan and Narasuman (2013). However, it can be argued that the teachers use code-switching to play affective functions unconsciously. For instance, Farzana (2017) found that although the teachers held positive views about L1 use and used it in their classrooms, they were unaware of the reasons of using L1. This unawareness can hinder the full exploitation of this resource.

Use of Learners' L1 to reduce cognitive load
Another way in which employing L1 can facilitate language learning is that it can be used as a strategy to help lighten the cognitive load. A simple code-switch can facilitate learning by focusing the learner's attention to work on the meaning of large chunks. In L1 only environment this selective attention is dedicated to a single communication breakdown thus slowing down the learning process. In a study, which set out to determine students' strategic reactions to their teachers' code-switching behaviors in a Chinese university, Guo (2007) found that teachers' code-switches to learners' L1 lessened learners' processing burden. He suggested that a simple code-switch of a teacher prevents a potential loss of attention focus of the learners. This view is also supported by Cook and Hall (2012), who maintain that teachers' use of L1 aids learning by decreasing the processing load for learners during cognitively difficult tasks. In the same vain, Levine (2003) notes that the teachers' strategic use of L1 can help reduce the selective attention learners apply to process the new language. Commonly used strategies such as guessing and making inferences from the context do not only use a considerable amount of selective attention but also can often lead to learners' anxiety and negativity (Levine, 2003).

Use of L1 to build on prior knowledge
A large majority of researchers now support the idea that learning is most effective when it is based on prior knowledge. This idea is supported by a number of theoretical traditions including humanistic and constructivist theories (Rostami, & Khadooji, 2010 and Philip, 1995). It has been suggested that paying attention to the knowledge that leaners bring to the classroom enhances learning. Cook and hall (2012, p.291) maintain that language learning should aim to activate learners' prior knowledge. Yavuz (2012) considers the richness of a learners' L1 knowledge and experience, a practical source for L2 learning. He also argues that a ban on L1 in a language classroom turns the learner into a 'newborn baby with an adult mind' (2012, p.4343). It is evident from the above discussion that learners' mother tongue can play a significant role in connecting the new information with existing linguistic resources. However, despite the preponderance of literature regarding the efficacy of building on existing knowledge of learners, teachers have been noted to show obliviousness towards the possible value of L1. For instance, in his study, Macaro (2001) found that the trainee teachers failed to recognize the significance of making L1/L2 associations for long-term memory.

The list of above-mentioned functions is by no means exhaustive but these are the most prominent and useful functions of L1 in a second language classroom. Due to the efficacy of this strategy, linguists discourage eliminating code-switching from language learning classroom; they argue that the L2 only approach in classroom might slow the process of language acquisition and therefore can have a negative effect on motivation and confidence (Eldridge, 1996, p.310). It has been argued that eliminating the developmental use of L1 could impede second language acquisition (Eldridge, 1996). Jenkins (2010) claims that the insistence on L2 only policy often led to confusion and frustration in her classrooms; discouraging her students from participating and experimenting with the language. Sampson (2012) considers code-switching to L1 a quicker and less ambiguous alternative to paraphrasing in L2. Overall, the above empirical evidence from a wide range of EFL contexts demonstrates that code-switching to L1 is not necessarily a result of a deficiency in L2 competence but it serves some very distinct functions in language classrooms.

NEGATIVE EFFECTS OF THE USE OF L1 IN EFL CLASSROOMS
The discussion presented thus far provides the evidence that teachers' use of L1 facilitates communication and learning, however, there are limits to how far the concept of code-switching to L1 can be adopted by teacher in language classrooms. There is some evidence to suggest that it can have some negative effects. Eldridge (1996) holds the view that despite its short-term benefits to language learners, Switching to L1 has a 'risk of hampering long-term acquisition'. He argues that it can lead to the fossilization of learners' errors. The switches can stop being developmental and beneficial and are used as an avoidance strategy. For example, it was found in a study of Malaysian EFL learners that an overuse of L1 overtook the target language in the classroom (Azlan and Narasuman, 2013). It can also be argued that the ultimate goal of an EFL teacher is to enable the learner to use the target language without relying on the L1 and allowing learners to use L1 impedes them to achieve this goal. Sampson (2012) argues that the overuse of L1 can prevent the learners from exposure to and practice of the L2 and also does not train them for L2 only contexts. The option of resorting to L1 during a breakdown in class does not prepare the learners to deal with communication breakdowns in real life. They acquire a hybrid variety, which does not enable them to communicate with target code monolinguals (Eldridge, 1996). It is also important to note that the overuse of codeswitching is not only evident in learners' behaviors but teachers can also overemploy this strategy. This discussion shows that the teachers need to understand the notion of the optimum use of L1 in order to maximize the benefits of this resource and to avoid its negative effects.

IMPLICATIONS FOR TEACHER TRAINING
Having briefly reviewed the role and the status of L1 in second language education and some ways in which it affects learning, I will now turn to its implications for sociolinguistically informed training of language teachers. It has been argued that despite a large number of empirical researches encouraging the use of L1 as a pedagogical tool, this finding does not seem to have reached the teachers (Copland and Neokleous, 2011). It can also be argued that the teachers lack sufficient and clear guidance on how to use L1 effectively and systematically in EFL classrooms. The following section will elucidate some guidelines that sociolinguistically informed teacher-training programs could follow:

Raising teacher's awareness about codeswitching
The training programs should provide the teachers with the knowledge of the theoretical underpinnings of L1 research and practices. Attention should also be given to educators' attitudes and beliefs. Many teachers believe that code-switching to L1 is counter-productive in language classrooms. It was found in a study on high school English teachers in South Korea that teachers' beliefs tended to affect their code-switching practices (Liu et al., 2004). It has also been noted that teachers generally feel guilty about using L1 in classrooms. In an MA TESOL course held in the UK, out of a total of 18 overseas students, 11 stated that they felt guilty using L1 to teach L2 (Copland and Neokleous, 2011, p.270). Similar unease about using L1 to teach L2 was noted in a study of the beliefs of Cypriot teachers (ibid). Therefore, the teachers should be informed of the efficacy of the use of L1 and its pedagogical, cognitive and affective functions. Also, teachers should be taught effective techniques and strategies for using L1 to enhance learning. Yiakoumetti (2011) suggests training the teachers to employ the mother tongue of the learners to achieve learning objectives as oppose to using it as an "avoidance strategy'.

Raising teachers' awareness about the negative effects of L1 use
As mentioned in the introduction, it is possible for EFL classes to be multilingual. For example, Indian students learning English in their home country might speak different regional languages as L1. In such cases problems might arise, as it is not usually possible for a teacher to know all the languages of the learners. Also, if employing L1 in such situation another consideration would be that whose L1 should be employed. Therefore, the teachers should be informed of the suitable circumstances in which L1 can be employed. The teachers also need to be trained not to take L1 for granted. They need to make sure that L1 strategies are developmental and transient. Macaro (2001) maintains that teachers, particularly less experienced teachers should be provided with a clear framework. The teachers should be able to distinguish between a valuable use of L1 and a 'lazy code-switch'. They should be introduced to the notion of optimal use of L1.

In order to make the sue of L1 a part of a practical pedagogy, the teachers should be encouraged to undertake classroom research to discover the benefits of code-switching.

CONCLUSION
This article reviewed the main benefits of using learners' L1 in EFL classrooms with a brief discussion of some published empirical studies related to this issue. An attempt has been made to include researches from different parts of the world including a range of student and teacher populations to show the concerns, practices and attitudes related to this issue. The article discussed the functions L1 plays in foreign language classrooms. The discussion also highlighted the need for integrating L1 in teacher education in order to use this pedagogical resource effectively in foreign language classrooms.

Address for correspondence: hira.hanif@ymail.com

REFERENCES
Azlan, N. and Narasuman, S. 2013. The role of code-switching as a communicative tool in an ESL teacher education classroom. Procedia - Social and Behavioral Sciences. 90 (6), pp.458 - 467.

Bell, K. 2011. How ESL and EFL classrooms differ. 11 May. English Language Teaching. [Online]. [Accessed 21 February 2020]. Available from: https://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ/

Celik, M. 2003. Teaching vocabulary through code-mixing. English Language Teaching Journal. 57(4), pp.361-369.

Cook, G. and Hall, G. 2012. Own-language use in language teaching and learning: state of the art. Language Teaching. 45(3), pp.271-308.

Copland, F. and Neokleous, G. 2011. L1 to teach L2: complexities and contradictions. English Language Teaching Journal. 65(3), pp.270-280.

Eldridge, J. 1996. Code-switching in a Turkish secondary school. English Language Teaching Journal. 50(4), pp.303-311.

Farzana, N. 2017. Teachers' Perceptions about the use of L1 in secondary EFL classroom in Bangladesh. MA thesis, BRAC University Dhaka.

Guo, T. 2007. A case study of teacher's codeswitching behaviors in mainland China's university EFL classrooms and students' reactions to the codeswitching. PhD thesis, University of Oxford.

Jenkins, S. 2010. Monolingualism: an uncongenial policy for Saudi Arabia's low-level learners. English Language Teaching Journal. 64(4), pp.459-461.

Levine, G. 2003. Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: report of a questionnaire study. The Modern Language Journal. 87(3), pp.342-364.

Liu, D., Ahn, G. and Baek, K. 2004. South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly. 38(4), pp.605-638.

Macaro, E. 2001. Analyzing student teachers' codeswitching in foreign language classroom theories and decision making. The Modern Language Journal. 85(4), pp.531 -548.

Oga-Baldwin, W. and Nakata, Y. 2013. Optimizing new language use by employing young learners' own language. English Language Teaching Journal. 68(4), pp.410-421.

Phillips, C. 1995. The good, the bad, and the ugly: the many faces of constructivism. Educational Researcher. 24(7), pp.5-12.

Rostami, K. and Khadooji, K. 2010. The implications of behaviorism and humanism theories in medical education. Gastroenterology and Hepatology From Bed to Bench. 3(2), pp.65-70.

Sampson, A. 2012. Learner code-switching versus English Only. English Language Teaching Journal. 66(3), pp.293-303.

Wei, L. and Martin, P. 2009. Conflicts and tensions in classroom codeswitching: an introduction. International Journal of Bilingual Education and Bilingualism. 12(2), pp.117-122.

Yavuz, F. 2012. The attitudes of English teachers about the use of L1 in the teaching of L2. Procedia - Social and Behavioral Sciences. 46(4), pp.4339-4344.

Yiakoumetti, A. 2011. Re-invigorating teacher-training programs in linguistic variation. In: Saleh, I. and Khine, M. (eds). Teaching teachers: approaches in improving quality of education. New York: Nova Science, pp.195-214.

# data[].attributes.attachment_link.title
The role of L1 in an EFL classroom | The Language Scholar

# data[].attributes.attachment_link.description
Hira Hanif
Princess Noura University, Riyadh, Saudi Arabia

# data[].attributes.headline
The Use of L1 in the Foreign Language Classroom

# data[].attributes.subject
The Use of L1 in the Foreign Language Classroom

# data[].attributes.body
There are several differences between teaching concepts, including teaching styles, teaching methods, and teaching approaches

# data[].attributes.attachment_link.title
Canto Dominguez_Ginger Alondra_act 1 (3)

# data[].attributes.attachment_link.title
Using Learners' First Language (L1) in the English Classroom

# data[].attributes.attachment_link.description
The attitude to L1 in the English lesson has changed. Let's consider the list of activities on the use of the mother tongue in teaching English.

# data[].attributes.attachment_link.readable_text
Should you or shouldn't you use the students' first language (L1) in the classroom? This is one of the questions which most divides EFL/ESL teachers - whether they are for it or against it, there are few who don't have a strong opinion about it.

The main argument against the use of the L1 in language teaching is that students will become dependent on it, and not even try to understand meaning from context and explanation, or express what they want to say within their limited command of the target language (L2) - both of which are important skills which they will need to use when communicating in the real situation.

But there are other, historical reasons why the use of the students' mother tongue went out of favour. Initially it was part of a reaction against the Grammar-Translation method, which had dominated late 19th and early 20th century teaching, and which saw language learning as a means towards intellectual development rather than as being for utilitarian, communicative purposes. The Direct Method of the early 20th century reacted against this - it aimed at oral/aural competence and believed languages were best learnt in a way that emulated the "natural" language learning of the child - ie with no analysis or translation. The move away from L1 use was later reinforced by Audiolingualism (1940s-1960s) which saw language as a matter of habit formation. The L1 was seen as a collection of already established linguistic habits which would "interfere" with the establishment of the new set of linguistic habits that constituted the target language, and was thus to be avoided at all costs.

This theoretical opposition to the use of the L1 was compounded by the development of the TEFL "industry" - there are now many situations in which the teacher simply doesn't speak or even understand the students' language - for instance, teachers who move from country to country every year or so, or who are teaching multi-lingual classes in their (the teachers') own country.

In the last thirty years or so, there have continued to be some methodologies which avoid the use of the L1 - Total Physical Response is one. But others, like Suggestopaedia and Counselling Language Learning, (1) have included it as an integral part of the methodology. Mainstream methodology, on the other hand, has had an ambivalent approach, coming down neither on one side nor the other but maintaining an "it depends" attitude.

Depends on what? The risk of creating L1 dependence is obviously valid, but there are also strong arguments for using the L1 if the teacher is able to do so:

It can prevent time being wasted on tortuous explanations and instructions, when it could be better spent on language practice. With beginners, it may even allow the teacher to use activities which would be impossible to explain otherwise.

It can be used contrastively to point out problem areas of grammar, false cognates etc. Various coursebooks, like Headway, now encourage students to translate model sentences into their own language in order to compare and contrast the grammar.

Students' receptive competence (their understanding) may be higher than their productive competence (their ability to use the language). In some circumstances the course objectives may even focus primarily on receptive competence, not expecting productive competence to reach an equivalent level - for example reading skills courses for student doctors who have to understand medical textbooks and journals in English. One way of letting students demonstrate receptive competence is by allowing them to respond using the L1. I have already mentioned the use of bilingual conversations (2) in a previous article, but students can also demonstrate receptive competence by discussing their understanding of a text in their L1. I use this frequently with beginners classes. After reading or listening I ask them to tell me what they understood (based on the pre-set task) in the L1. Once I'm sure they're on the right lines I ask them to repeat what they said in English. In this way they don't have to think about the answers themselves, and about how to formulate them in English, at the same time.

It can be used with beginners for pre-lesson small talk which allows the teacher to get to know the students as people, and for discussions to explain the course methodology etc. In addition, beginners will be less tense if they know they can at least ask for, and possibly receive, explanation in the L1.

When students are trying to say something but having difficulty, they can say it in their own language and the teacher can reformulate it for them (3), possibly rephrasing and simplifying to show them how they could have expressed themselves within the language they already know.

If the teacher does not speak the students language, it can be useful for them (the students) to have a bilingual dictionary in the classroom so that they can double check their comprehension of lexical explanations.

Some students need to combine the two languages - for example those whose jobs involve translation and interpreting. Translation is a skill which needs to be taught.

Sometimes then, the use of the L1 can be more productive than counter-productive. Whilst the aim should be to wean students off the L1 as soon as possible (I've talked previously about how this might be done when giving instructions (4)), it may still be extremely useful at certain stages.

Notice that not all the uses of the L1 listed above may involve the teacher in actually speaking the language. Some, like reformulation, only need her to understand. This can provide a sort of "middle way". The students are re-assured by the fact that they can ask questions etc in their own language, but they are still stimulated to try and understand the teacher who is speaking only English. It can also be a useful approach for those teachers who have recently moved to a country and are starting to learn the language, but don't yet feel fully confident in using it (which should make them appreciate how their students feel!)

What about the teacher with multi-lingual students who speaks some but not all the languages of her students? Should she ever use, or allow those students to use, the L1?

Again, there are strong arguments against it, the main one being that it could cause resentment amongst the others, who might see the teacher as giving extra help to her "favourites". Two situations spring to mind where it could be useful, however. Firstly, if one of the students was particularly weak and tended to hold the class up. In this situation, while the rest of the class were working on a task, the teacher might check with that student that he had really understood the grammar, what he had to do, or whatever. The second possibility would be to explain activities which needed instructions above the current receptive competence of the students. In this case the teacher might explain the activity in the L1 of the students whose language she spoke, and then get those students to demonstrate the activity to the others. Used in this way, the students should appreciate that the teacher's "special attention" was actually for the benefit of the whole class, and would be less likely to react negatively against it.

1.You can hear Sue discussing TPR, CLL and Suggestopaedia in a podcast on eslteachertalk

3. For another interesting article which discusses TTT in general and reformulation in particular, see this article by Vincent Ferrer

Photo provided under Creative Commons Licence by brookesb via

# data[].attributes.attachment_link.description
Should you or shouldn't you use the students' first language (L1) in the classroom? This is one of the questions which most divides EFL/ES...

# data[].attributes.headline
The use of L1 in English language teaching

# data[].attributes.subject
The use of L1 in English language teaching

# data[].attributes.headline
Using L1 in the ELT Classroom: A Comprehensive Guide" 

# data[].attributes.subject
Using L1 in the ELT Classroom: A Comprehensive Guide" 

# data[].attributes.body
teachingenglishwithoxford.oup.com/2014/10/15/using-l1-in-the-elt-classroom/