Revisiting the Utilization of Mother Tongue in L2 Classroom: Implications for EAP Classroom

Abstract

The utilization of the first language (L1) in English as a second language classrooms has sparked considerable debate. Differing viewpoints rooted in various theories of second language acquisition (SLA) have emerged, either supporting or opposing the use of the native tongue in teaching an additional language. This document consolidates the ongoing discussions surrounding the incorporation of L1 in the context of teaching and learning a second language (L2). Examination of existing literature on the use of L1 in L2 instruction reveals that, theoretically, employing the first language aligns with SLA theories such as the Interdependency Principle and Meaningful Learning Theory. Furthermore, practical application indicates that purposeful use of learners’ native language consistently correlates with improved acquisition of L2 linguistic forms and skills. Additionally, it is apparent that both instructors and students with lower proficiency levels view the inclusion of L1 in L2 education positively. Building upon these significant findings, a suggestion is made for implementing L1 in an EAP classroom, demonstrating how it can serve various functions, such as providing learning resources and addressing psychological and emotional aspects, in the context of L2 teaching and learning.