First language and target language in the foreign language classroom

2009/12/08 by William Littlewood, Baohua Yu · 2 citations
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning #Second Language Learning and Teaching

paper · doi:10.1017/s0261444809990310

openalex publication_date 2009/12/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26

Abstract

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.

Citations

• Teachers' Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation

Cited by

• Understanding EFL Learners' Code-Switching and Teachers' Pedagogical Approaches in LLM-Supported Speaking Practice
• Classroom Management in Foreign Language Education: An Exploratory Review

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