The Use of L1 in English Language Teaching

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Does the use of the mother tongue in the second language classroom interfere with language acquisition? Some affirm that the use of the first language in teaching the English language delays language acquisition. However, findings also suggest that L1 can be used as a facilitating tool in EFL classrooms in times of emergency for functions such as explaining grammar and vocabulary, giving instructions, managing lessons, checking for comprehension, and establishing a friendly classroom environment (Tanriseven & Kirkgöz, 2021). The richness of a learner s L1 knowledge and experience is unquestionably an accessible source for L2 learning (Yavuz, 2012). By using their first language, teachers can build a bridge between what the student already knows and what they need to learn. To improve English language teaching understanding in speaking skills during class, English language teachers should use the first Language (L1) moderately because students understand better, establish connections with teachers, and opportunely learn grammar or vocabulary. English teachers who allow L1 to be used moderately make English language students understand the material better. Using the mother tongue in ESL/EFL classrooms can be a useful pedagogical resource (Tanriseven & Kirkgöz, 2021). The process of learning a new language can be complicated, but it becomes much easier when students have a start in their first language. Teaching learners without their native language not only disregards their identity and culture but also turns them into newborn babies with adult minds (Yavuz, 2012). Using the L1 moderately enhances the comprehension of the material among students without leaving them falling behind. Therefore, English language teachers should include subtlety L1 presence since L1 helps students connect new information with what they already know, making it easier for them to remember and apply new concepts. The use of L1 could also create a connection with English learners as it creates a pleasant working environment. Using L1 allows for a connection with English language learners because it creates a better working environment. Employing L1 could be useful for low-level students to understand what the teacher says and communicate freely as they participate in the learning process (Perdani, 2021). When learners feel valued and comfortable, they are more probable to participate in the learning process and feel motivated to express themselves. The students showed a significantly higher improvement in speaking in classes where they worked with L1(Miles, 2004). This is due to the use of the L1 allowing them to improve their L2 communication skills in various cultural contexts since a more positive, comfortable, and safe learning environment is created. Although the use of L1 allows a connection with the students and helps to create a better work environment, there is another way in which, based on the use of L1, grammar can be taught strategically given that by interspersing L1 and L2 the movement is proper of the students. When English language teachers use L1, they can strategically teach grammar by interspersing L1 and L2 with a wider range of options to motivate students. Through time, when teaching English, teachers used the Grammar Translation method as an aid for them to teach the L2 (Galali & Cinkara, 2017). The use of this method provides students a starting point with their first language to help them provide a foundation of knowledge that will aid in understanding the sounds, grammar, and vocabulary of the new language. However, due to the excessive use of L1, learners do not think directly in English when learning a second language (Pan & Pan, 2010). The lack of balance between the use of L1 and L2 in the classroom affects students’ knowledge of L2 and makes it redundant and dependent on L1. Nevertheless, the gain of the new language sometimes is not fully intervened by the mother tongue, but it is for how the second language is developed (Pan & Pan, 2010). English language teachers should develop the learning of L2 of students a step ahead of the use of students’ mother tongue. Additionally, by using L1 to teach grammar, teachers can help students more easily to learn slang, grammar rules, and complexities of the language, thereby improving their overall language proficiency. Therefore, English teachers should use the first language (L1) moderately for students to understand better, to establish a connection with students, and to timely teach grammar/vocabulary, to improve the understanding of English language teaching speaking skills during class. The use of the first language (L1) in English language instruction can be beneficial to students in their academic and social success, but it should be used sparingly and with purpose. Using the first language provides a foundation to build on, enhances understanding of concepts, and ultimately aids in proficiency in the new language. The first language in second language teaching allows students to develop language and cultural skills. In short, the objective should be to improve the understanding and speaking of students in the English language for this the role of the teacher is crucial in this process.

References

Galali, A., & Cinkara, E. (2017). The use of l1 in English as a foreign language classes: Insights from Iraqi tertiary level students. Advances in Language and Literary Studies, 8(5), 54- 64. Miles, R. (2004). Evaluating the use of L1 in the English language classroom (Master thesis, University of Birmingham). www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf Pan, Y. C., & Pan, Y. C. (2010). The use of L1 in the foreign language classroom. Colombian Applied Linguistics Journal, 12(2), 87-96. https://doi.org/10.14483/22487085.85 Perdani, Y. D. (2021). The English language teachers’ perspective of using the first language (L1) in teaching a foreign language (TEFL) class. Lingua Cultura, 15(1), 59-66. https://doi.org/10.21512/lc.v15i1.7165 Tanriseven, U., & Kirkgöz, Y. (2021). An investigation into the teachers' use of l1 in EFL classes. Shanlax International Journal of Education, 9, 125-131. 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

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