https://ijmri.de/index.php/jmsi
volume 4, issue 3, 2025
144
ROLE OF L1 IN FOREIGN LANGUAGE INSTRUCTION: TO USE OR NOT TO USE
Rashidova Nodira Murodovna
Languages Department
Tashkent State Agrarian University
Abstract:
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 acquisition when balanced with ample TL 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 on learner outcomes.
Results.
The analysis of both literature and teacher interviews 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, issue 3, 2025
145
that L1 could serve as a fallback 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
effective in 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
effective scaffold, it should not 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
prioritizing meaningful engagement with the target language.
Discussion.
The results of this study underscore a nuanced perspective on the role of the
first language (L1) in foreign language (FL) instruction. They reveal that while exclusive target
language (TL) use aligns with immersion-based theories, a more balanced and context-sensitive
approach that incorporates L1 use selectively may better meet learners’ diverse needs. These
findings support a shift away from rigid monolingual paradigms toward more flexible, learner-
centered methodologies.
The benefits of L1 use observed in this study are consistent with Vygotsky’s sociocultural theory,
which emphasizes the importance of existing knowledge frameworks in acquiring new concepts.
Learners naturally draw on their L1 as a cognitive resource when interpreting, analyzing, and
internalizing new language structures. Teachers’ accounts of using L1 to explain grammar,
clarify vocabulary, and manage classroom procedures highlight how the first language can serve
as a scaffold that supports comprehension and builds confidence. In this way, L1 acts not as an
interference but as a facilitative tool – especially in early stages of learning when students may
lack the TL proficiency to understand complex instructions or abstract ideas independently.
Moreover, the emotional and psychological dimensions of learning a new language
should not be overlooked. Language anxiety is a well-documented barrier to student participation
and progress. As reported by the teachers in this study, occasional use of L1 can reduce stress
and create a more inclusive classroom environment, fostering learner engagement and motivation.
This aligns with Krashen’s Affective Filter Hypothesis, which posits that emotional factors such
as anxiety can obstruct language acquisition when not properly managed.
However, it is also important to consider the potential
risks of over-reliance
on L1. When
L1 is used indiscriminately, it may reduce the amount of TL exposure and practice, which are
essential for developing communicative competence. This was evidenced by teacher concerns
that students might become overly dependent on translation rather than developing direct
associations with TL vocabulary and concepts. To mitigate this, the use of L1 should be
purposeful, limited, and aligned with clear pedagogical goals.
The concept of “judicious use” of L1 that emerged from both the literature and teacher
experiences suggests that a
principled bilingual approach
may be more effective than either
extreme – neither total avoidance nor constant translation. This aligns with Cook’s (2001)
argument that the L1 can be a legitimate part of the foreign language classroom, provided it is
used in ways that support, rather than substitute for, TL learning.
Ultimately, the effectiveness of L1 use depends on several variables: learner proficiency
level, age, instructional goals, classroom dynamics, and cultural context. Therefore, language
teachers should be encouraged to adopt
flexible and reflective practices,
adjusting their use of L1
https://ijmri.de/index.php/jmsi
volume 4, issue 3, 2025
146
based on the specific needs and circumstances of their learners rather than adhering rigidly to
one methodology.
Conclusion.
The question of whether to use the first language (L1) in foreign language
(FL) instruction remains a complex and context-dependent issue. This article has explored both
the pedagogical benefits and potential drawbacks of incorporating L1 into language classrooms.
Drawing on insights from scholarly literature and teacher perspectives, it is evident that a total
ban on L1 use may not serve all learners effectively, especially those at the beginning stages of
language acquisition. The evidence suggests that when used selectively, L1 can be a powerful
pedagogical tool. It supports comprehension, facilitates efficient classroom management, and
helps reduce learner anxiety – contributing to a more effective and emotionally supportive
learning environment.
In conclusion, the most effective approach is not a rigid adherence to monolingual or
bilingual methods but a balanced, context-sensitive strategy – one that empowers both teachers
and learners to use all available linguistic resources in pursuit of meaningful and successful
foreign language learning.
References
1.
1.Cook, V. (2001). Using the first language in the classroom. The Canadian Modern
Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
2.
2.Khaitov, J., Khakberdiev, K., & Kamilova, A. (2022). MUNG BEANS ARE A SOURCE
OF PROTEIN AND A HIGH ENERGY SOURCE. International Bulletin of Medical Sciences
and Clinical Research, 2(12), 61-63.
3.
3.Inoyatova, Z. X., Po’Latova, G. N., & Khojimurodova, D. (2022). Shaping a scientific
worldview in students during the educational process. Science and Education, 3(12), 795-800.
4.
4.Jamolova, M. (2022). Characteristics of Mythological Worlds and their Impact on Human
Consciousness.Zien Journal of Social Sciences and Humanities, 7.
5.
5. Bisht, Y. S., Alzubaidi, L. H., Gulbakhor, U., Yuvaraj, S., Saravanan, T., Kumar, R. S., &
Dari, S. S. (2024). Legal Framework for Energy Transition: Balancing Innovation and
Regulation. In E3S Web of Conferences (Vol. 540, p. 13015). EDP Sciences.
6.
6. Kendjayeva, G. (2020). ANALYSIS BEYOND THE SIMILARITY OF THE WORKS OF
NEW ZEALAND WRITER KATHERINE MANSFIELD AND RUSSIAN DRAMATIST
ANTON CHEKHOV.TSENTR NAUCHNYX PUBLIKATSIY (bukhdu. en), 10(9).
7.
7. Saidakbarova, M. A. (2025). FISCAL POLICY IS A FACTOR IN STIMULATING
ECONOMIC GROWTH AND ENSURING STABILITY.International Scientific Journal of
Modern Scientific Research, 3(3), 64-71.
8.
8. Anvarovich, N. E. (2024). The Role of Information Technologies in the Innovative
Development of Banks.ONLINE JOURNAL OF ECONOMICS AND INTERNATIONAL
RELATIONS, 1(2), 27-32.
9.
9. Hall, G., & Cook, G. (2012). Own-language use in ELT: Exploring global practices and
attitudes. ELT Journal, 66(4), 353–363. https://doi.org/10.1093/elt/ccr087
10.
10. Nation, P. (2003). The role of the first language in foreign language learning. Asian
EFL Journal, 5(2), 1–8.
11.
11. Turnbull, M., & Dailey-O'Cain, J. (Eds.). (2009). First language use in second and
foreign language learning. Multilingual Matters.
12.
12. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
