Use of L1 in the higher

education L2 classroom

Uso de la L1 en el aula de L2 en la

enseñanza superior

Recibido: 5 de diciembre de 2023

Aceptado: 22 de marzo de 2024

DOI: 10.22517/25393812.25402

pp. 62-79

Como citar este artículo APA7:

Mendoza, M. (2024). Use of L1 in the higher education L2 classroom. Revista

Miradas, 19(1), 62-79.

María de Los Ángeles Mendoza González^*

maría.mendoza@unicach.mx

*

Universidad de Ciencias y Artes de Chiapas, México. Docente e investigadora, autora de libros y

artículos en revistas académicas nacionales e internacionales.

María de Los Ángeles Mendoza González

63

Abstract

The use of the L1 in the classroom is an issue that all second/foreign (L2) teachers

have faced because it is not clear when and how to use the ﬁrst language when teaching

a L2. This descriptive research seeks to determine how and when professors of higher

education use the ﬁrst language when teaching English as a L2. The population are

22 professors working with young adults and adults belonging to bachelor’s degree at

public universities and Language Centers in Tuxtla Gutiérrez, Chiapas, México. The

instrument applied is an online survey with ﬁve questions. The results conclude that

not all the professors use the ﬁrst language in the classroom and think the use of the

L1 is incorrect because does not promote the L2 in the students and the students do

not have enough practice. On the other hand, most of the teachers that participated

in this research agree with the use of L1 for explanations; and to save time, especially

when the groups are large, overall, when the students are beginners. Moreover, this

discussion continues open especially when considering the length teachers should

use the L1 during the lessons because according to the data obtained, some of the

professors use the L1 less than 15 minutes per class, but the average is around 15-30

minutes per hour, which could represent a problem. Then, it is important to reﬂect

on the topic to learn how to deal with it and take the best decision to improve the

students’ conﬁdence and improve their learning of the L2.

Keywords: code-switching, factors, group work, learning strategy, target language.

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Use of L1 in the higher education L2 classroom

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Resumen

El uso de la L1 en el aula es un problema al que todos los profesores de inglés como

segunda lengua (L2) se han enfrentado porque no está claro cuándo y cómo utilizar la

primera lengua al enseñar una L2. Esta investigación descriptiva pretende determinar

cómo y cuándo los profesores de educación superior utilizan la primera lengua cuan-

do enseñan inglés como L2. La población son veintidos profesores que trabajan con

jóvenes y adultos pertenecientes a licenciaturas en universidades públicas y Centros

de Idiomas en Tuxtla Gutiérrez, Chiapas, México. El instrumento aplicado es una

encuesta en línea con cinco preguntas. Los resultados concluyen que no todos los

profesores utilizan la primera lengua en el aula y piensan que el uso de la L1 es inco-

rrecto porque no promueve la L2 en los alumnos y éstos no tienen suﬁciente práctica.

Por otro lado, la mayoría de los profesores que participaron en esta investigación

están de acuerdo con el uso de la L1 para las explicaciones; y para ahorrar tiempo,

especialmente cuando los grupos son grandes, en general, cuando los alumnos son

principiantes. Por otra parte, este debate sigue abierto sobre todo cuando se considera

la duración que los profesores deben utilizar la L1 durante las clases, ya que, según

los datos obtenidos, algunos de los profesores utilizan la L1 menos de 15 minutos por

clase, mientras que la media se sitúa en torno a los 15-30 minutos por hora, lo que

podría representar un problema. Entonces, es importante reﬂexionar sobre el tema

para saber cómo abordarlo y tomar la mejor decisión para mejorar la conﬁanza de los

alumnos y mejorar su aprendizaje de la L2.

Palabras clave: Cambio de código, estrategia de aprendizaje, factores, trabajo grupal,

idioma de destino.

Introduction

Traditionally the way of learning a second language was through the Grammar Translation

Method (GMT) using the L1 to explain the use and function of L2. Aﬅer some time, this

method was considered old fashioned and was disregarded because of the use of the mother

tongue. However, it continues being used, and one of several research showed that “…the

Grammar Translation Method (GMT) is a suitable approach for teaching grammar to college

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students. e students … became more interested in grammar lessons. e result … also

indicates that it is a suitable teaching approach that can meet students’ needs” (Chang, 2011,

pp.20,21).

According to the theories that preceded the GMT, the focus changed to the use of L2

avoiding the use of L1 trying to represent an immersive experience through using exclusive-

ly the L2. However, research has shown that in many foreign language settings, teacher and

learners use their ﬁrst language far more than the target language depending on the following

factors (Almoayidi, 2018; Cambridge, 2019; De la Campa and Nassaji, 2009; Hancock, 1997):

-

e type of activity

How the teacher believes the students learn best

How the teacher views the role of the ﬁrst and the target language

How the students view the role of the ﬁrst and the target language.

ose factors show that teachers need to observe not only the theories and methods

for teaching L2 but also what the students do, the tasks, and of course the students and how

they feel and think about the use of L1 when learning the L2. e type of activity is import-

ant because can determine how the students work, individually or in groups. Some students

feel insecure because do not understand the topic, the rules or the explanation and cannot

express it or ask their doubts. According to Carson and Kashihara “Regarding instructive use

of L1, beginner students hope to rely on L1 support in class more than advanced students.

is pattern can be seen with explaining diﬃcult concepts in class and deﬁning new words”

(2012, p. 46).

Also, Zulﬁkar, states that “For learners with limited L2 proﬁciency, this situation can

be restraining since they are unable to express themselves very well. ey may have diﬃculty

understanding a concept, but fear of being reprimanded for using their L1” (2019, p.44).

In order to go deeper into the subject, the following is an analysis of the elements that

are important to include when using the L1 in the classroom, which are code-switching and

the use of L1 when working in groups.

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Code Switching

Code-switching occurs when a speaker alternates between two or more languages frequently

between L1 to L2. According to Turnbull (2001) research into code-switching has revealed

that when the teacher uses more of the target language in class, the learners’ proportion of

target language use also increase. at means that L1 should be used only, when necessary,

and that use of the L2 should be predominant to encourage its use among the students in the

classroom. Alton (2021) expresses that:

Code-switching can be used for drawing attention of learners to content information.

Explanation of new subject matter by using L1 contributes to understanding of new

materials. Another function of code-switching is its use for reinforcing and emphasiz-

ing the messages which learners fail to understand (p. 25).

Bensen (2013) explains that “When teachers encourage negotiation between languag-

es by reinforcing the practice of code-switching, students’ understanding, which leads to par-

ticipation and motivation, is enhanced” (p. 80).

Code switching is a process that happens when the students are learning a foreign

language, even though during this research it is not the main focus but it is related to the

topic because of the use of L1 during the classroom and contributes to the theory of learning

process.

Using e L1 In e Classroom

Atkinson (1987) as cited in Bane and Kitila (2003) states that there are three possible reasons

for allowing limited L1 use in the classroom:

1) It is a “learner preferred strategy”. When the opportunity emerges, learners will choose

to translate without encouragement from the teacher, particularly at lower levels. So,

teachers should try to work with this tendency rather that against it. is element is

common, some students say the rules or words in the L1, use an online translator, or

ask their classmates what the translation of texts, and tasks are

2) Allowing students to use their L1 is a humanistic way of teaching because it allows

students to say what they want and avoid frustration. Indeed, this reason is important

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to take in account. Of course, according to the level of L2, the teacher could regulate

the use of L1, for example, if the student is a beginner will need to use more L1 than

an intermediate level student

3) Use of L1 explanation can save time. ere are some grammar rules that are diﬃcult

to explain. en, sometimes is easier to explain it using the L1, so the students can

understand it and use the time to practice and do activities

Besides those reasons, it is important, to comment that the updated Common European

Framework of Reference for Languages (CEFR) (Council of Europe, 2020) expands the con-

cept and scope of the term mediation into three categories:

a) Mediating a text

b) Mediating concepts and

c) Mediating communication

Mediation is the use of the L1 when teaching the L2 “… the user/learner acts as a social

agent who creates bridges and helps to construct or convey meaning, sometimes within the

same language, sometimes across modalities” (p. 90)

en, the use of L1 is important and necessary because it helps students and teachers

to convey meaning and instructions. It can be considered as a medium to help students un-

derstand better as it will be discussed below.

Using e L1 In Group Work When Working In Groups

When working in groups some students use their native language because they consider it

natural and easier. Hancock (1997) points out that learners use both the L1 and the target

language in group work depending on several factors; he calls this code-switching “layering”.

Layering depends on the speakers’ deﬁnitions, or perceptions of the types of activities they are

engaged in. Kwon (2014) presents that

students’ use of their L1 is not always negative… If the activities are meaning-focused

and the students are not ﬂuent enough to only discuss in their L2, there is no reason

for the teacher to prevent the students from using their L1 (p. 114).

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Rance-Roney (2010) says that in high school groups, “English accuracy may be fa-

cilitated through the use of the L1 to scaﬀold the L2. Furthermore, when the academic task

requires the cognitive processing of highly abstract information” (p. 24)

en, it depends on the students the use of L1 and L2, sometimes they can use more

one or the other, depending on the activity. Also, the use of the L2 depends on the knowledge

and mastery of the L2. If the students have studied the target language and they are used to

perform and do activities using the L2 they will continue using it when working in groups.

Almoayidi (2018) states that “exposing learners to L2 only is the appropriate teaching

method for most of learners and in many contexts. Regardless of learners’ purposes to learn

English …” ( p. 378). Meyers (2008) concludes that “e use of the L2 should be maximized

whenever possible. e L1’s primary role is to supply scaﬀolding to lower aﬀective ﬁlters by

making the L2 and the classroom environment comprehensible” (p.157)

Also, “teachers must be aware about all these elements and factors when teaching.

teachers should consider their teaching environment when try to use student’s L1, includ-

ing course objectives, students’ proﬁciency, and students’ willingness and attitude to use L1”

(Wang, 2022, p. 48).

ere must be an analysis of the students’ level, the activities, the class’s objectives, and

the students’ needs, to plan the lesson and consider when can be necessary to use the L1, so

the students can understand the topic and do the tasks.

ere are teachers that use the L1 in class, they like to explain and give examples us-

ing the mother tongue. Taşçı and Ataç (2020) stablished that “although the primary aim in

the classroom is to maximize the teaching of L2, there is no consensus about the proportion

of L1 used in classes”. Also, Yavuz considers that “ELT teachers emphasize the necessary

use of L1 in structural teaching …and that ELT teachers prefer using L1, which breaks the

psychological barriers before the teaching begins and that the use of L1 creates a low anxiety

atmosphere” (2012, p.4339). In practice, some of the teachers use the L1 to translate the L2,

explaining in L2 and then translating into L1 or vice versa.

is can be an important approach when the students are beginners because they

need to understand, comment on their doubts, ask for information; additionally, by using the

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L1 they can feel secure and less anxious. De la Campa and Nassaji (2009) state that a variety of

factors inﬂuenced the instructors’ decisions about when, how, and why they used L1 in their

teaching. Some of these factors were based on personal beliefs about language learning and

teaching; others considered the instructors’ classroom settings, their students, and the courses

(p. 756).

It is important to understand that there is a wide variation in the amount of L1 use by

English language teachers. ere are classes where it is used for as much as 90% of the time,

and others where it is never used. More commonly, it seems that the L1 is typically used some-

where between 20% and 40% of the time when there is a shared L1 or classroom language

(Cambridge, 2019, p. 4).

For most teachers in most contexts, some degree of L1 use is a feature of their ev-

eryday classroom practice. en, “the use of L1 in FL classrooms is justiﬁed, but none of its

supporters endorse its unlimited use” (Yi-chin &Yi-chun, 2010)

As claimed by Cadena, Damian and Tacoama (2018) “during the adaptation stage in

the contact or initial levels the use of L1 is necessary, but unluckily sometimes its use is abused

by learners and instructors” (p. 10)

On the report of those statements and teacher’s beliefs, we can ﬁnd teachers that do

not let their students to speak in the native language, and they explain everything in the L2

because according to their consideration or experience this is the best way the student is go-

ing to learn the target language, either because the classroom is the only place they can listen

to, or use it by interacting with the teacher and their classmates, among other factors. ese

ideas can be true, but it is important to consider that not all the students react in the same way

because not all of them are homogeneous. Some students feel frustrated, they do not under-

stand, or can feel angry, leading to the disinterest in learning the L2.

As we can see the use of L1 and the time of use during the class continues to be con-

troversial, there are opinions for and against the use. Especially about the amount of time

in which the mother tongue should be used. Depending more on teachers’ beliefs and other

factors that have been addressed in the previous paragraphs.

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Methodology

e objective of the research is to determine how and when teachers use their ﬁrst language

in the classroom.

is research is descriptive and was conducted during the semester August – Decem-

ber 2022, the population are 22 teachers belonging to language centers of universities who

teach to young adults and adults enrolled in bachelor’s degrees in the University of Science

and Arts in Tuxtla Gutiérrez, Chiapas, México.

Some of the factors that Atkinson (1987), Rance-Roney (2010) and De la Campa and

Nassaji (2009) stablished, were used to formulate the questions. e instrument used is a sur-

vey that contains a general information section about the age, sex, and time of teaching; and

5 questions,1 dichotomic and 4 multiple choice type, and it was applied online. In questions

2, 3 and 5, participants can select more than one option. e questions are presented below:

1) Do you use the L1 in the classroom?

a) Yes

b) No

If the answer is not, continue with question number 3.

2) What are the reasons to use the L1 in the classroom?

a) To give conﬁdence to the students

b) To save time

c) To explain the topics and instructions

d) To avoid misunderstandings

3) What are the reasons to not use the L1 in the classroom?

a) Students do not get used to the language

b) e use of L1 do not promote learning of L2

c) Students do not practice the L2

4) How much do you use the L1 during an average class hour?

a) 5-15 minutes

b) 15-30 minutes

c) More than 30 minutes

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5) To which levels do you teach English?

a) Elementary

b) Basic

c) Intermediate

d) More than one level (mixed)

To process the information, the surveys were elaborated in Google Forms, collected

and tabulated according to the answers. en, they were consolidated to present the results in

a graphic way to facilitate the analysis and get the conclusions.

Results

e general information section showed the next data:

a) e average age of teachers is 38 years old.

b) e 60% of teachers are women, and the rest men.

c) e average number of years of teaching is 12.

d) e average number of years of teaching in higher education is 9.

e results of the questions 1-5 are shown graphically below.

Figure 1

Use of L1 in the classroom

Note. Own elaboration

e 81.5 % of teachers answered that they use the L1 in the classroom, and the 19.5 % said

they do not.

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Figure 2

Reasons to use the L1 in the classroom

Note. Own elaboration

e main reason to use the L1 in the classroom is to explain the topics and instructions, sec-

ondly to save time, thirdly to avoid misunderstandings, and ﬁnally to give conﬁdence to the

students.

Figure 3

Reasons to not use L1 in the classroom

Note. Own elaboration

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e teachers that do not use the L1 in the classroom stated that the reasons are 80 % do not

promote learning of L2, 58 % because the students do not get used to L2, and 66 % because

the students do not practice L2.

Figure 4

Use of L1- Percentage of time

Note. Own elaboration

e percentage of time is calculated from an average hour class. 19% use the L1 more than

30 minutes, 24 % 5 -15 minutes and 57 % between 15-30 minutes.

Figure 5

Levels of English teaching

Note. Own elaboration

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Use of L1 in the higher education L2 classroom

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41 % of teachers teach the elementary level of English, 14 % basic, 27 % intermediate and 18

% in more than one level.

Discussion

As mentioned above, when and how to use the L1 during the process of teaching the L2 is

diﬃcult to stablish. According to the results, some teachers can use it to explain the class,

while others use only the L2. e general information data shows that it is possible to assert

the teachers who participated in the survey have experience teaching at the higher level due

to the number of years they have collaborated at this level. is is important because they are

knowledgeable about the academic and student environment at the higher level, according to

Wang (2022) teachers should consider their teaching environment when try to use student’s

L1.

Other important ﬁndings are the next:

a) 81.5 % of teachers use the L1 in the classroom (Figure 1), and 41% of them teach the ele-

mentary and 14% the basic level (Figure 5), which can explain the use of L1 because the

students on these levels generally lack vocabulary and grammar. e Figure 2 shows the

reasons to use the L1, the main reasons are to explain, avoid misunderstandings and save

time

b) Other important element is the time the teachers use the L1 during the class, as it can be

seen in Figure 4, 57% of teacher use it between 15-30 minutes, 24% between 5-15% and

19% more than 30 minutes. Even though the use can seem too much (more than 30 min-

utes), most of the use of L1 in the class (57%) can be considered that belongs to the media,

between 20% - 40% of the time (12-24 minutes), as it was stated by Cambridge (2019)

c) Some results can be an issue (19% of teachers use the L1 more than 30 minutes), overall

because it seems the time can be excessive and as it can be stated previously, the use of L1

cannot be unlimited (Yi-chin &Yi-chun, 2010)

d) About the teachers that do not use the L1 in the classroom, the Figure 3 presents the rea-

sons, the most important is the teachers think the use of L1 do not promote the learning

of the L1, secondly, the students do not practice, which means that it is considered the

classroom is the main place to use the L2, and lastly, because the learners do not get used

to use the L2 instead L1.

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Conclusions

As it has been asserted, the use of L1 in the classroom is a topic that has not been resolved,

but it can be necessary to apply it as Mart (2013) says “e use of L1 has been considered as

detrimental in ESL classes; on the contrary, mother tongue plays a crucial and facilitative tool

in foreign learning process” (p.13).

Also, its use and importance has been recognized by the Council of Europe and in-

cluded (in a chapter called mediation) in an expanded criteria and approach in the revised

Common European Framework of Reference for Languages: Learning, teaching, assessment.

According to the theoretical framework revised, there are several factors that lead to

the teachers to use the L1 in the classroom. Among them, we can ﬁnd activities tasks expla-

nations, grammar explanations, limited time to explain, and personal beliefs (Saruwatashi,

2020), Kjøstvedt (2020), De la Campa and Nassaji (2009). On the other hand, the students

generally have positive perceptions toward utilizing L1 in L2 classes. while some teachers are

eager toward using L1 in their classes (Tajgozari, 2017).

e results of the research show that those factors are considered by the teachers that

took the survey. Another important factor when using the L1 is the time of use during the

class. Results show a similarity to the reported by Cambridge (2019) and can be directly

linked to the level of English the teachers are teaching. 65 % of teachers are working with

beginners and basic English groups. So, they need to use more L1 to explain and give instruc-

tions (Cadena, Damian and Tacoama, 2018). Along the same lines, we can ﬁnd the lack of

time, which is one of the reasons teachers use to speak in the L1 and can avoid the misunder-

standings and do not need to reexplain the topics.

To conclude, there are some elements to consider:

a) It is necessary to evaluate the students’ level and the type of activity among other factors

to decide when to use the L1 and the way of use. e students need to understand the

grammar rules and feel capable of use the L2. Of course, it is necessary to practice and

encourage them to use the L2 (Yavuz, 2012), not only in individual activities but also

when interacting with their classmates

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b) Working on groups students can be exposed to use more the L1 but teachers should not

be worried, according to Gorbhani (2011), his study showed “… that not all uses of L1

needs a remedy since in real classroom discourse, when L1 is used naturally (i.e. private

speech, or humor) the features of the activity or verbal interaction invites the L1 for a

speciﬁc function” (p. 1658)

c) Students have diﬀerent skills and diﬀerent level of knowledge. Students need to learn

how to work with their classmates, the teachers must use techniques and select activities

and roles to secure the interaction and participation of the students encouraging the use

of L2 during the discussions and group talk necessary during the group work

d) It is important to stablish that there is not enough research on this topic regarding

the students of superior education, some of the research found corresponds to prima-

ry (Bane and Kitila, 2003; Taşçı and Aksu, 2020; Yavuz, 2012) , secondary (Sondary

and Febryanti, 2021); high school grade (Rance-Roney, 2010; Chang, 2011; Tajgozari,

2017), but according to the results, it can be inferred that the use of L1 does not depend

on the students’ age or the academic level teachers are working on. It can be stated that

depends more on the proﬁciency or mastery of the L2 the students have, and the other

factors that have been considered during this document

e) e students’ beliefs or needs about the use of L1 were not included in this research,

and it could be another important point of view to be considered in another work to

complement the data obtained in this study

f) We can agree with Sundary and Febriyanty (2021) that from the teachers’ perspectives,

it can be summed up that majority of the teachers choose to mix L1 and L2 for language

used in the classroom. Students’ L2 proﬁciency of English is the ﬁrst factor to consider.

When teaching students with low level of English, the students’ ﬁrst language is more

preferable. In addition, to avoid students’ confusion, frustration and demotivation. On

the other hand, it is necessary to balance the amount of time of using the L1 and to take

in account the lesson plan objectives, among other factors, so as not to overuse the L1

and it may be counterproductive for the learning of the L2.

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