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Which L1 approach is most appropriate for students depends on their level, needs, confidence, motivation and the teacher's expertise. There is no right answer to the question of the right amount of L1 input. Consider the factors at play in the classroom and whether you can utilise students' languages to help them learn English.

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https://www.youtube.com/watch?v=jCRP1Y_-vt4

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

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It is easier for students to speak L1

Students are always corrected if they speak English

Students don´t want to make mistakes in front of their peers

Students are not able to express what they want to say in English

Students know that the teacher also understand their L1

(British Council, n.d.; Scrivener, 2011)

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The standard practice for many years, was to minimise the use of a language other than the target language.

Reasons:

in order to learn a language, learners need to have as much contact with that language as possible

using another language would reduce this contact

In some teaching contexts, there has even been a desire to 'ban' the use of languages already known completely.

When teachers use learners' L1 they have probably done so because they trusted their own instincts and understanding of their class.

some studies suggest that teachers report feelings of guilt when using the L1

It is often seen as a 'last resort' - only to be used when all else has failed

(Watkins, 2023)

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Scrivener, J. (2011). Learning teaching (3rd ed.). Macmillan.

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Watkins, P. (2023, 6. Februar). Using the learners’ own language in the language classroom. World of Better Learning | Cambridge University Press. https://www.cambridge.org/elt/blog/2023/02/05/using-the-learners-own-language-in-the-language-classroom/

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Using learners' mother tongue in the classroom has been shown to have a positive impact on learning, as it facilitates comparison and contrast of languages as well as promoting vocabulary acquisition. Practical benefits include maintaining the flow of the lesson with a familiar language, saving time on explanations and giving learners more valuable time for meaningful communication in the target language.

It really puts communication at the centre of language learning.

(Watkins, 2023)

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British Council (n.d.). A golden question: how much L1 should our learners use in class?. British Council. 

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British Council (n.d.). A golden question: how much L1 should our learners use in class?. British Council. 

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Millions of students all over the world are learning English, and while it can be fun and rewarding, it can also be challenging and humbling. Language acquisition is a monumental task, and it takes courage to overcome the linguistic hurdles, especially in the early stages. One strategy students utilize to help with learning English is occasionally using their native language (L1). But as teachers, we are tasked with making sure students are learning English, not excelling in their L1s. So how do we manage their use of L1 without interfering with their acquisition of L2?

This is a golden question indeed, and the answer isn't so clear cut. Why do students use L1 in the first place? In order to discuss this issue competently, we need to establish why students might use L1 to begin with. In my experience, in both homogenous (all students same L1s) and hetergenous (all students, different L1s) settings and at all learning levels (from primary to tertiary), students typically tend to use L1 for one of the following reasons:

1. They're afraid to experiment with the L2.

2. They're lost, don't understand you, and are not able to follow along with the lesson.

3. They're using L1 to perform comprehension checks.

4. They're using L1 because they're not interested in the lesson.

You can see that these reasons stem from a number of different linguistic, behavioral, and even psychological factors, and while we are not certified psychologists, we do have to be in tune with what students might be experiencing in our classroom. I will now offer my insight for dealing with each situation.

1. Students might be afraid to use the language, which is natural. That's usually because they're afraid of failure and appearing as though they're not capable. In some cultures, "saving face" can have a tremendous effect on a student's willingness to make a mistake. To remedy this, on the very first day of any course, I go out of my way to ensure that the learning environment is safe and lighthearted. This is done by playing introduction games and telling light jokes, and it goes a long way in making students feel comfortable enough to make mistakes. I always preach that making mistakes is critical to learning, and I also dedicate the most optimum opportunities for success to those students I sense might be afraid to experiment. I ask them more manageable questions which builds their confidence in themselves and gives them courage to experiment with L2.

2. Based on a weak vocabulary and/or grammatical foundation, students may simply just be lost and not understand what's taking place. To function, students might turn to their peers and ask them to explain in L1 what the teacher is saying or how to do a particular activity. This is an instance where I believe, especially at lower levels, L1 can be used as a crutch to help build vital bridges linking what students already know in L1 to new information in L2. The trick is deciphering if that's what's actually taking place in their conversation! It can be difficult if you can't speak the L1 of the student, but by constantly monitoring the classroom during activities, you can get a feel for who's genuinely trying to learn and who's attention may be slipping. Be on the lookout for this particularly during group/pair work.

3. Similar to point number 2, there will be students who use L1 for further clarity, but only for the sake of performing comprehension checks with others: not because they don't understand the material. This is done by conversing in the L1 to ensure they've understood the material presented in L2. I believe it is also a valuable use of L1 for students to collectively solidify the knowledge being learned in the classroom (so long as they're not just talking about their weekend plans!). This may happen during group/pair work or immediately after you've presented something to the entire class that might have been a bit challenging.

4. Lastly, sometimes (hopefully rarely) students may resort to using the L1 because of a disinterest in the lesson. These cases can be cumbersome because if there are many students doing this, it may cause others to speak in their L1s leading to chaos and loss of classroom management. As teachers, our primary responsibility is to keep students engaged by making them active participants in activities and discussions, so first try to engage the student. Also, try to be gentle and diffuse any overuse of L1 in a way that signifies that you genuinely value the student's presence in the class. You might kindly remind him/her about the value of maximizing classroom time to practice the L2. However, if particular students are obstinate, then you'll have to follow your own institution's protocol for dealing with classroom behavior issues when they become particularly disruptive.

Is allowing the use of L1 beneficial or detrimental? You can tell from everything we've rehearsed so far that it isn't a cut and dry answer. In some cases, it's very beneficial and in others it can be disruptive. I like to think of allowing students the use of L1 like adding salt to cooking; if there is none, then it doesn't taste very good, and if there's too much, it ruins the dish. Likewise, proscribing the use of L1, particularly at lower levels, is not practical and removes critical opportunities for students to make important connections between the L1 and the L2. That said, we also don't want students to be excelling in their L1s! We want them to become proficient L2 users. One distinction is that the higher the level of proficiency of the learner, the less he/she should be using the L1. I'm much stricter with the use of L1 in my advanced classes and much more lenient (as per the institution's language policy) at lower levels. I think back to my own studies of Japanese. Had I not been able to use L1 in my introductory Japanese class, I would not have survived! Similarly, we want to help students enjoy learning English, and allowing them some flexibility with utilizing the L1 under relatively controlled circumstances will help them not only acquire the language more easily, but also cultivate a love for the language (and of course you, as a dear teacher!).

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A golden question: how much L1 should our learners use in class?

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Millions of students all over the world are learning English, and while it can be fun and rewarding, it can also be challenging and humbling. Language acquisition is a monumental task, and it takes courage to overcome the linguistic hurdles, especially in the early stages.

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To help teachers make meaningful and guilt-free use of learners' L1, they can use the following strategies:

1. Legitimize Language Use:

Emphasize the use of learners' own language as a valid option during demonstrations of language presentation and instruction

Highlight the benefits of comparing languages by incorporating questions like 'How would we say that in Spanish? How is it different from English?'

2. Constructive Activities:

Offer activities that actively involve the learners' own language, such as:

Using recasts, where the teacher reformulates learners' language into the target language

Allowing the use of learners' own language during preparation for speaking tasks

Utilizing the first language as a resource to initiate discussions

Incorporating literal translations for comparative purposes

Analyzing machine translations

Designing role plays that explore interpreting and translation

3. Observation Tasks:

Create observation tasks that specifically focus on the use of learners' own language. For instance:

Record instances where either learners or teachers use a language other than English.

Identify the stages of the lesson where this occurs

Determine the purpose of such communication (e.g., clarification, seeking help)

Evaluate the effectiveness of using learners' own language for achieving the intended purpose

4. Post-Teaching Reflection:

Facilitate reflective practices after teaching sessions, with a focus on both learners' and teachers' use of their own language.

Address issues such as the balance between languages used, the constructive nature of language use, and potential consequences of switching languages

Explore alternative approaches and consider how different language choices might impact the learning environment

(Watkins, 2023)

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Examples:

grammar:

when learning new grammar items, the learners could be encouraged to think about how the structure is used in their L1

should raise learners´ awareness of similarities and differences between their L1 and English

content summaries:

ask students to summarise the content of an article/story in their L1 first

helps students to focus on the content first

after the content is clarified, English is used to further discuss it

pronunciation:

students can experiment with different sounds and find differences to their L1 sounds

this fosters English pronunciation as they become more aware of certain characteristics

translation:

give students a sentence (from a context) and let them come up with three different translations

should show them that not always a 1:1 translation is possible and how important the context is

layout comparison:

let learners compare different layouts and styles between L1 and English conventions (eg.: letters)

explanation:

for complex topics, it might be helpful to switch to the L1 for the explanation

(Scrivener, 2011)

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Collaborative learning, cultural exchange, and metacognitive awareness

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Collaborative learning, cultural exchange, and metacognitive awareness

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Effectively incorporating learners' mother tongue (L1) into English language teaching can enhance language and cultural awareness. Here are some strategies:

1. Pairing Students with Different Native Languages:

In a diverse class with students speaking various L1s, pair them up with different native languages.

Assign them tasks to research a specific grammar point in English and present a comparative analysis of that point in English and their respective languages.

For instance, pair a Mandarin Chinese speaker with a German speaker to explore English articles. This not only reinforces understanding of English grammar but also fosters awareness of linguistic and cultural differences among classmates.

2. Researching Language Points in Shared L1:

In classes where students share an L1, assign pairs to research language points in their common native language.

Have them contrast these points with English and prepare brief presentations for the class, highlighting differences between the languages.

3. Sandwiching Technique:

Utilize the "sandwiching" technique, where difficult English words, phrases, or idioms are substituted with L1 equivalents.

Gradually reduce L1 usage as students become more proficient in English, helping them bridge the gap between the two languages.

4. Multilingual Writing Challenges:

Engage students in multilingual writing challenges to compare their English proficiency with natural L1 use.

Pose simple and enjoyable questions that require written responses, first in their L1 and then in English.

This exercise helps students recognize the nuances between their mother tongue and English, including differences in idiomatic expressions and informal language that may not have direct translations.

These strategies not only utilise the benefits of using the L1 in the language learning process, but also promote collaborative learning, cultural exchange and metacognitive awareness. They offer a balanced approach that recognises the value of the learner's mother tongue while encouraging continuous improvement in English language skills.

(Aithal, 2023)

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Aithal, V. (2023, February 19). When is it OK to use students’ L1 in the English classroom? World of Better Learning | Cambridge University Press. https://www.cambridge.org/elt/blog/2023/02/19/when-to-use-students-l1-english-classroom/

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Why do students tend to use their L1 instead of English in the EFL classroom?

Why is it beneficial to let students use their L1 in the EFL classroom?

At what stages/which activities would it be most beneficial to include L1?

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Even though working with L1 in the classroom, the most frequently used language should be English. Here are some tips how to encourage students to use English:

have clear rules in which parts of the lesson only English should be used and in which parts more languages are acceptable

respond positively to every effort that is made to use English

as a teacher, use English yourself very often serving as a role model

spend time working on learners´ fluency without correction

let them work in pairs/groups regularly - some students are afraid of talking English in front of the whole class but not in smaller groups

(Scrivener, 2011)

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The Use of L1 in the Foreign Language Classroom

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The Use of L1 in the Foreign Language Classroom

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(Pan & Pan, 2010)

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Pan, Y., & Pan, Y. (2010). The Use of L1 in the Foreign Language Classroom. Colombian Applied Linguistics Journal, 12(2), 87-96.

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https://www.youtube.com/watch?v=wRHiSiDYu1Q&t=319s

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Should ENGLISH learners use their Native Language in English Class? | Mother Tongue in ESL Class