ROLE OF L1 IN FOREIGN LANGUAGE INSTRUCTION: TO USE OR NOT TO USE

Аннотация

The role of the first language (L1) in foreign language (FL) instruction has long been debated among linguists, educators, and language learners. While some scholars advocate for exclusive use of the target language (TL) to create immersive environments, others argue that judicious use of L1 can support comprehension, reduce anxiety, and enhance metalinguistic awareness. This article investigates the advantages and limitations of incorporating L1 in foreign language classrooms. Based on literature review and teacher perspectives, the study finds that selective and purposeful use of L1 – particularly for grammar explanations, vocabulary clarification, and classroom management – can positively influence language acquisitionwhen balanced with ampleTL exposure. Keywords: L1, foreign language instruction, target language, bilingual education, language acquisition,second language learning. Introduction. The discussion over the inclusion of learners’ first language (L1) in foreign language (FL) classrooms has persisted for decades. Traditional methodologies like the Grammar-Translation Method relied heavily on L1, while modern approaches such as Communicative Language Teaching (CLT) emphasize target language (TL) immersion. However, there is a growing recognition of the potential cognitive and affective benefits of using L1 strategically. This article explores the pedagogical implications of L1 use in FL instruction and addresses the central question: Should L1 be used in foreign language classrooms, and if so, how? Methodology. This study is based on a qualitative review of relevant academic literature published between 2000 and 2024. To support theoretical perspectives, insights from semi- structured interviews with five experienced FL teachers were also analyzed. The teachers, working in non-English-speaking countries, shared classroom practices regarding L1 use and its observed impact onlearner outcomes. Results. Theanalysis of both literature and teacherinterviews revealed several significant themes regarding the role of L1 in foreign language instruction. One of the most frequently mentioned benefits was its role in facilitating understanding, especially for beginner and intermediate-level learners. Teachers reported that students often struggled with complex grammatical explanations or abstract concepts when taught exclusively in the target language (TL). In such instances, brief explanations in the students’ first language (L1) allowed for immediate clarity and prevented confusion from accumulating. Several educators emphasized that translating key vocabulary or offering grammar rules in L1 enabled learners to grasp new material more quickly and confidently. Another recurring theme was the reduction of learner anxiety when L1 was permitted in a limited and controlled manner. Students, particularly at the early stages of language acquisition, often experienced a high level of stress when placed in environments where only the TL was allowed. Teachers noted that allowing some use of L1 – whether for clarification, reassurance, or peer support – helped build a more inclusive and supportive classroom atmosphere. Learners were more willing to participate and take risks in speaking or writing in the TL when they knew https://ijmri.de/index.php/jmsi volume 4,issue3,2025 144 thatL1 could serve as afallback when needed. Furthermore, L1 was seen as a valuable time-management tool in the classroom. In situations where instructions were complex, especially during task-based activities or when managing classroom logistics, giving brief directions in L1 ensured that all students understood what was expected of them. This minimized misunderstandings and maximized the time available for engaging with the TL. Teachers observed that this approach was particularly effectivein multilingual classes where learners’ TL proficiency levels varied widely. However, the interviews also highlighted potential drawbacks of relying too heavily on L1. Teachers warned that excessive use could limit students’ exposure to the TL and reduce the amount of authentic communication practice. One teacher described a situation in which students began expecting all new material to be translated, which ultimately hindered their development of independent language-processing strategies in the TL. This suggests that while L1 can be an effectivescaffold, it shouldnot become a crutch that replaces TL immersion. Across the interviews, the concept of “judicious use” of L1 was repeatedly emphasized. Educators agreed that the goal is not to eliminate L1 entirely, nor to rely on it excessively, but rather to employ it selectively – only when it clearly supports learning objectives. Most teachers believed that such an approach respects the cognitive and emotional needs of learners while still prioritizingmeaningful engagement with thetarget language. Discussion. The results of this study underscore a nuanced perspective on the role of the first language (L1) in