Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms
Keywords:L1 use, L2 classroom, EFL teacher educator
This research explained the role of the first language (L1) use in the second language (L2) classrooms in various English
language teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, this present research aims to explore L1 uses in EFL L2 classrooms in a teacher training program in Indonesia. Drawing on a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.
Abid. (2020). Promoting English speaking skills: Lessons learnt from the EFL classrooms context. European Journal of Foreign Language Teaching, 4(4), 183-192. http://doi.org/10.5281/zenodo.371052.
Almohaimeed, M. S., & Almurshed, H. M. (2018). Foreign language learners’ attitudes and perceptions of L1 use in L2 classroom. Arab World English Journal, 9(4), 433-446. http://doi: 10.24093/awej/vol9no4.32.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall Regents.
Çelik, Ş. S., & Aydın, S. (2018). A review of research on the use of native language in EFL classes. The Literacy Trek, 4(2), 1-14.
Debreli, E. (2016). Perceptions of non-native EFL teachers’ on L1 use in L2 classrooms: Implications for language program development. English Language Teaching, 9(3), 24-32. http://doi: 10.5539/elt.v9n3p24.
Dewi, U. P., & Setiadi, C. J. (2018). Language attitude and language choice in bilingual academic learning environment. Lingua Cultura, 12(4), 369-373. https://doi.org/10.21512/lc.v12i4.4288.
Du, Y. (2016). The use of first and second language in Chinese university EFL classrooms. Singapore: Springer.
Ghobadi, M., & Ghasemi, H. (2015). Promises and obstacles of L1 use in language classrooms: A state-of-the-art review. English Language Teaching, 8(11), 245-254. http://doi:10.5539/elt.v8n11p245.
Karimian, Z., & Mohammadi, S. (2015). Teacher’s use of first language in EFL classrooms. Journal of Applied Linguistics and Language Research, 2(3), 61-71.
Köylü, Z. (2018). The use of L1 in the tertiary L2 classroom: Code-switching factor, functions, and attitude in Turkey. Electronic Journal of Foreign Language Teaching, 15(2), 271-289.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
MacPherson, J. (2019). Assessing learner needs for general English course design. Junshin Journal of Studies in Humanities, 25, 141-155.
Mayo, M. P. G., & Hidalgo, M. A. (2017). L1 use among EFL mainstream and CLIL learners in task-supported interaction. System, 67, 132-145. https://doi.org/10.1016/j.system.2017.05.004.
Sali, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308-318. https://doi.org/10.1016/j.system.2013.12.021.
Saruwatashi, S. L. (2020). Principal reasons for using L1 in the L2 classroom. Junshin Journal of Studies in Humanities, 26, 77-87.
Shin, J. Y., Dixon, L. Q., & Choi, Y. (2020). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406-419. https://doi.org/10.1080/01434632.2019.1684928.
Tian, L., & Hennebry, M. (2016). Chinese learners’ perceptions towards teachers’ language use in lexical explanations: A comparison between Chinese-only and English-only instructions. System, 63, 77-88. https://doi.org/10.1016/j.system.2016.08.005.
Tsagari, D., & Giannikas, C. N. (2018). Re-evaluating the use of the L1 in the L2 classroom: Students vs. teachers. Applied Linguistics Review, 11(1), 151-181. https://doi.org/10.1515/applirev-2017-0104.
Turnbull, B. (2018). Examining pre-service ESL teacher beliefs: Perspectives on first language use in the second language classroom. Journal of Second Language Teaching & Research, 6(1), 50-76.
Zulfikar, Z. (2018). Rethinking the use of L1 in L2 classroom. Englisia: Journal of Language, Education, and Humanities, 6(1), 42-51. http://dx.doi.org/10.22373/ej.v6i1.2514.
Copyright (c) 2020 Abid Abid
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)