L1 in the classroom

Using (or not using) L1 in the classroom?

Over the past 30 years, various schools of thought and methodologies have argued both for and against the use of the students’ native language (L1) in the classroom.

Influential figures such as Carl Rogers and Krashen adopt opposite standpoints; mainstream methodology sits squarely on the fence.

The ‘theoretical’ opposition to the use of L1 is reinforced by the realities of the TEFL ‘industry’ where teachers often work in countries where they don’t know the native language or have to teach mixed language classes.

However, this monolingual approach is losing its appeal. This is especially apparent with young learners where prohibition of the mother tongue is clearly counter-productive to the child’s learning.

So, if it is accepted that use of L1 in the classroom cannot be ignored and can bring some real benefits the question then becomes how we best take advantage of it.


When L1 is useful

When the teacher is controlling its use
To clarify learning objectives
To help weaker students
Relationship building
For translating
When L1 is not useful

When it becomes the normal way of transferring knowledge
When the teacher loses control of its use
When it is used to speed a process
When discipline breaks down
When it’s used for more than 15% of the class time
Research shows that appropriate use of L1 can actually assist in the learning process especially with young learners.

The above points give some guidance as to how we can successfully integrate it in the classroom.

‘L1 is in the classroom – don’t ignore it; control it, and use it effectively.’