The Role of First Language (L1) in the Second Language (L2) Classroom: The Case of Jordanian Public Schools

Abstract

This exploratory sequential mixed methods study (Creswell, 2015) sheds light on the role of first language (L1) in the second language (L2) classroom. The study, conducted in four public schools in Jordan where Arabic is the L1 of both teachers and students, and English is taught as a foreign language, explored Jordanian English as a Foreign Language (EFL) teachers' (N=7) attitudes toward using Arabic (L1) to teach English (L2) and the perceived functions and/or negative ramifications of such use. It additionally investigated 104 Grades 10 and 11 students' beliefs regarding their teachers' use of L1 in the L2 classroom. Data was collected through two rounds of interviews (pre-observation and post-observation), questionnaires, and seven class-observations. The study found that EFL teachers were highly aware of the importance of minimizing the amount of L1 use, which was influenced by the type of lesson and the proficiency level of students. The study suggests that teachers used L1 to achieve six different functions in the L2 classroom which they believed could enhance L2 teaching and learning, (i.e., translation, metalinguistic use, overcoming some teaching challenges, giving instructions, motivation, and avoiding some words in L2 that sound taboo in L1), but they also believed that L1 overuse may limit L2 development, and it may also have negative affective ramifications. The students' beliefs regarding their teachers' reasons for using the L1 in the classroom were in line with the teachers'. The findings of this study paint a clear picture of the L2 teaching reality in foreign contexts and suggest that policy makers should consider changing L2 teaching policies which do not, at present, welcome any role for L1 in the L2 classroom.ii

Teachers’ Perspectives on the Role of L1 in Jordanian EFL Classes

“…Moreover, little research has considered EFL contexts where L1 use in the L2 classroom is already quite common, such as in public schools in Jordan. This paper continues the work of Algazo (2018), which examines EFL teachers' perspectives toward the role of L1 use in the L2 classroom in public secondary schools in Jordan. Macaro (2001) distilled disagreements about L1 use in the L2 classroom and argued they stem from proponents and opponents holding one of three different theoretical positions: 1) Optimal, which considers L1 use to be valuable and beneficial for L2 learning since it can enhance certain aspects of L2 learning (e.g., increase student comprehension of a grammar point).…”

Using local Beja Language in English as a foreign language EFL writing Achievement of primary stage pupils with learning disabilities at Halayeb City in Egypt

“…As a result, instructors must utilize more L1 in some types of classes, such as reading and writing lessons, which need more LI than other skills, and must use it by their responsibilities or instructional objectives. (Algazo 2018) suggest that lessons in which the teacher has both the role of providing explanations and are also the main source of information (e.g., grammar lessons) need more L1 use than -------------------------------------------------------------------------- lessons in which the teacher has less of a role as the main source of information (e.g., listening and speaking lessons). This is because the former type of lesson requires the teachers to explain and provide rules, give examples and details, conduct comparisons between the L1 and L2.…”

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

“…There are ensuing arguments globally by scholars on how practically L1 influences L2 acquisition such as the studies of Bingjun (2013); De La Fuente & Goldenberg (2020); and Alghazo (2018). The former accentuates that function of L1 in L2 learning process comprises 6 diverse components: (1) with the behavioural theory to elucidate Second Language Acquisition (SLA) concentrating on the purpose of conditions; (2) to illuminate the interaction of SLA, highlighting communication and social prerequisites;…”