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Cambridge Papers in brief: the use of L1 in English language teaching.

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Cambridge Papers in brief: the use of L1 in English language teaching.

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The video explores how L1 can support English language learning. It mentions that L1 can improve comprehension, lower student anxiety, and make complex grammar easier to teach. Besides, learners can use their native language to deepen understanding, make connections, and compare grammatical structures between languages. The video includes some techniques for incorporating L1 into English lessons, such as guided translation, structural comparisons, and using L1 for complex instructions.

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Cambridge Papers in brief: the use of L1 in English language teaching

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The use of L1 in English language teaching.

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The use of L1 in English language teaching.

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The PDF highlights how attitudes toward using L1 in English language teaching have changed over time. Whereas in the past there was a strong emphasis on strict English-only classrooms, this approach is now seen as neither practical nor beneficial. Instead, the authors emphasize the importance of using L1 strategically to support learning, especially for beginner or younger students. They also point out some common reasons for using L1, like helping to speed up classroom practices and making instructions clearer. Overall, the research suggests that a bit of L1 can actually improve language learning and, when used thoughtfully, can be a really useful tool in teaching.

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Podcast: Pros and Cons of Using the L1 in English Class

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Podcast: Pros and Cons of Using the L1 in English Class

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In this podcast episode, the speaker discusses that the use of students' first language in ELT classrooms can be a helpful tool, especially with beginners. In contexts where all learners share the same L1, like Korean in a Korean classroom, using L1 can ease understanding, help explain difficult concepts like emotions or grammar, and assist with classroom management. For total beginners or adult learners, a little L1 use can reduce stress and confusion, build confidence, and allow smoother communication when English ability is limited. It also supports teachers when quick clarification or discipline is necessary, especially if students don't yet understand basic classroom English. However, overuse of L1 can be a major drawback. It may lead students to rely too heavily on translation, preventing them from developing true comprehension and fluency in English. If teachers or co-teachers translate every sentence, students may stop trying to understand English. In addition, using L1 skips the natural language learning process, where learners first absorb the sounds and meanings of English through exposure. Consistent English input, especially when it’s graded to match students’ level, helps learners begin thinking in English rather than constantly translating. Overall, L1 can support early learning and classroom control.

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Should teachers use the first language of the students in the classroom, or conduct the class entirely in English? It's an important question and one that's often up for debate in the TEFL world. Find out the pros and cons of using a shared first language with the students in an ESL/EFL class.

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Pros and Cons of Using the L1 in English Class

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Send us a text Should teachers use the first language of the students in the classroom, or conduct the class entirely in English? It's an important question and

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The L1 dilemma: Balancing mother tongue use in the ESL classroom

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The L1 dilemma: Balancing mother tongue use in the ESL classroom

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One topic that continues to spark discussion is the role of the students’ first language in the ESL classroom.

This article looks at both the advantages and disadvantages of L1 use. It also introduces helpful strategies and ideas for making the most of students’ linguistic resources without creating dependency. Whether you're working with beginners or more advanced students, understanding how and when to use L1 can make your classroom more effective, inclusive, and responsive to learners' needs.

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The L1 dilemma: Balancing mother tongue use in the ESL classroom

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The use of students’ first language (L1) in English as a Second Language (ESL) classrooms has long been a topic of debate among educators and researchers. While some argue for an English-only…

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Chapter 6: THE USE OF THE L1 IN THE CLASSROOM

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Chapter 6: THE USE OF THE L1 IN THE CLASSROOM

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This document takes a close look at the ongoing debate around using L1 in ELT classrooms. It explores how thinking has changed over time, from Grammar Translation method, where L1 played a central role, to approaches like the Direct and Audiolingual methods that promoted full immersion in L2. It also looks at natural classroom behaviors like code-switching where teachers and students move between L1 and L2 depending on the task, goal, or social setting. Also, it mentions more flexible perspectives, suggesting that using L1 in thoughtful ways can actually help learning. Strategic L1 use can support classroom communication, lower student anxiety, and help learners engage in English more confidently. The text also reviews research showing that how often and why L1 is used, whether for clarifying instructions, working in groups, or building a sense of community, can affect how well students learn English. Finally, the document encourages an approach which focuses on what works best for students.

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The slides discuss the strategic use of the first language in English Language Teaching, emphasizing that its use should always have a clear educational purpose. It highlights key factors such as learners’ proficiency levels, needs, and the importance of gradually increasing English use. Both learner-led and teacher-led uses of L1 are explored, including using L1 to clarify instructions, plan group tasks, discuss language points, explain complex ideas, and provide brief feedback. The overall message is that a balanced, purposeful use of L1 can support learning, foster understanding, and ease the transition to English, particularly for beginners.

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Important Considerations: Purposefulness: The use of L1 should always have a clear pedagogical purpose. Avoid using it unnecessarily or excessively. Level of Learners: The extent to which L1 is used should depend on the learners' proficiency level. Beginners may benefit more from

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Altamirano, Annie (2024, July 12). The L1 dilemma: Balancing mother tongue use in the ESL classroom. https://anniealtamirano.com/the-l1-dilemma-balancing-mother-tongue-use-in-the-esl-classroom/

Bartolo, B (2025, May 5). The use of L1 in the ELT classroom. prezi.com. https://prezi.com/p/6xx__j_mjpvy/the-use-of-l1-in-the-elt-classroom/

Bolen, J., & Smith, J. (Hosts). (2024, July 19). Pros and cons of using the L1 in English class (No. 65) [Audio podcast episode] In Let’s Talk TEFL. Bisemanal. https://podcasts.apple.com/es/podcast/pros-and-cons-of-using-the-l1-in-english-class/id1567253521?i=1000662702390

Cambridge University Press ELT. (2021, May 20). Cambridge Papers in brief: the use of L1 in English language teaching [Video]. YouTube. https://www.youtube.com/watch?v=jCRP1Y_-vt4

Kerr, P. (2019) The use of L1 in English language teaching. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press

UIEXPRO (2023). THE USE OF THE L1 IN THE CLASSROOM. In Classroom management - Techniques and reflections on practice.

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Marey Guadalupe Hernández Ramírez