The English language teaching has undergone significant shifts over the decades. From the grammar-translation method, which heavily relied on the learners’ first language (L1), the pendulum swung towards methodologies advocating for strict “English-only” environments, such as the Direct Method and the Audio-Lingual Method. This shift was driven by a desire to maximize exposure to the target language (L2) and simulate natural language acquisition processes. However, in many real-world teaching contexts, particularly in foreign language settings where students share a common L1 and have limited exposure to English outside the classroom, the complete exclusion of the L1 presents considerable pedagogical and practical challenges.

For adult students learning English in their home country, where English is not the dominant language, the L1 is an ever-present linguistic and cognitive resource. These learners possess a fully developed linguistic system and a wealth of cultural knowledge in their L1, which inevitably interacts with the process of learning a new language. Ignoring this foundational linguistic system can be counterproductive. Current trends in applied linguistics and TEFL are increasingly acknowledging the potential value of leveraging the L1 strategically, moving towards more nuanced perspectives encapsulated by concepts like translanguaging, which views the learner’s full linguistic repertoire as a resource rather than a hindrance.

This article explores the opportunities and challenges of using the L1 in monolingual adult EFL classrooms, drawing upon recent research to argue for a judicious and principled approach. By understanding how the L1 influences second language acquisition and examining the perspectives of both teachers and learners, we can identify ways to harness the L1 to effectively develop learners’ communicative competence – the ability to use grammatical structures correctly, and use language appropriately, meaningfully, and effectively in real-world communication.

The Persistent Shadow of the ‘English-Only’ Ideal

For many years, the prevailing wisdom in communicative approaches to language teaching was that the L1 should be avoided at all costs in the EFL classroom. The rationale was clear: maximum exposure to the target language leads to faster acquisition. This perspective is understandable, especially when considering the limited time students have with English compared to their L1. As the Cambridge University Press blog post notes, “English only” environments are sometimes promoted to create an immersive feel. However, this strict adherence can lead to inefficient teaching, student frustration, and missed opportunities to build upon existing linguistic knowledge.

The reality in many EFL settings, especially with adult beginners or lower-intermediate learners, is that avoiding the L1 entirely is not only difficult but can actively hinder comprehension. As Muneerah Alrajhi points out, the avoidance of L1 is “practically impossible, especially with monolingual students and students¹ with low-level English language proficiency.” Teachers who attempt complete L1 exclusion may find themselves spending excessive time attempting to explain complex concepts or instructions using simplified English, mime, or visuals, which can still result in misunderstanding. This time could often be better spent on actual language practice if a quick L1 explanation were used.

Furthermore, the psychological impact on adult learners cannot be overlooked. As highlighted by Ibtisem Taleb and Souad Gasmi and Mohammad Othman, adult beginners may experience significant anxiety when forced into an exclusively L2 environment, fearing mistakes and feeling unable to express themselves or understand fully. Allowing limited, strategic L1 use can provide a sense of security, validate their existing knowledge, and reduce this affective filter, making them more open to engaging with the L2.

L1 as a Bridge, Not a Barrier: Understanding Transfer

Research in second language acquisition (SLA) has long recognised the undeniable influence of the learner’s L1. This influence manifests as language transfer, which can be both positive and negative. Positive transfer occurs when similarities between the L1 and L2 facilitate learning (e.g., cognates, similar grammatical structures). Negative transfer, or interference, happens when differences between the languages lead to errors in the L2. A study on the impact of L1 on SLA by Fenglan Cheng (from search results, though not one of the 5 chosen, it supports the concept) underscores this dual nature of L1 influence, highlighting that the mode of thinking and acquiring L2 is profoundly affected by L1 rules and habits.

Crucially, L1 is not merely a source of errors; it is a foundation upon which new language is built. As Alrajhi’s study implies, adult learners don’t come to the classroom as linguistic blank slates; they bring sophisticated cognitive and linguistic resources from their L1. These resources can be consciously or unconsciously drawn upon to process and produce the L2. As English teachers, we should be familiar with a concept of a “code-switching curve,” where learners use L1 more frequently at lower proficiency levels as a communicative strategy, with L1 use naturally decreasing as their L2 competence grows. This suggests that L1 use can be a temporary scaffold rather than a permanent crutch.

Strategic Uses of L1 in the Adult EFL Classroom

Given that the L1 is a natural and often necessary part of the adult EFL learning process, the question shifts from whether to use the L1 to how and when to use it strategically to support the development of communicative competence. Based on the research reviewed, several key areas emerge where judicious L1 use can be highly effective:

1. Explaining Meaning and Concepts: This is perhaps the most widely accepted use of L1. Rather than spending valuable class time on lengthy, potentially confusing L2 explanations of vocabulary or complex grammar points, a quick L1 translation or explanation can provide immediate clarity. Taleb and Gasmi and Othman highlight this as a primary benefit, saving time and preventing communicative breakdowns, which is especially valuable for adult beginners who need to grasp foundational concepts efficiently. The Language Scholar article suggests translation as a potentially “most effective way of learning vocabulary” according to Nation (cited in Cook & Hall, 2012).
2. Giving Instructions and Managing the Classroom: Ensuring learners understand what they need to do is fundamental to effective teaching. For complex tasks or with lower-level learners, giving instructions partially or fully in L1 can prevent confusion and allow activities to proceed smoothly, maximising time spent using English rather than trying to understand activity instructions. Alrajhi and the Cambridge University Press blog mention classroom management and giving instructions as common and beneficial functions of L1 use by teachers.
3. Checking for Comprehension: Rather than asking “Do you understand?” in English and receiving nods that may not reflect genuine understanding, teachers can ask learners to briefly explain a concept, instruction, or text in their L1. This provides a reliable check of comprehension before moving on to L2 production or practice. Othman and The Language Scholar list this as a valid use, enabling teachers to gauge understanding accurately.
4. Comparing and Contrasting Languages: The L1 provides a valuable point of comparison for understanding English grammar, vocabulary, and cultural nuances. Teachers can use L1 to draw learners’ attention to similarities (positive transfer) and differences (potential for negative transfer). The Cambridge University Press blog suggests activities like comparing grammar points or undertaking multilingual writing challenges to highlight these differences, fostering deeper linguistic awareness and contributing to metalinguistic knowledge, which is a component of communicative competence.
5. Building Rapport and Reducing Anxiety: Particularly with adult learners who may feel vulnerable when learning a new language, occasional brief use of L1 can help establish a more relaxed and friendly classroom atmosphere. This can make learners feel more comfortable taking risks with the L2. Taleb and Gasmi specifically note L1 use as a facilitator in reducing anxiety for adult beginners. Othman also mentions L1’s role in allowing learners to express feelings and ideas that they might not yet be able to articulate in English.
6. Developing Learning Strategies: At lower levels, discussing learning strategies or reflecting on the learning process may be challenging in English. Allowing learners to use their L1 for these metacognitive tasks can help them develop better study habits and become more autonomous learners.

It is essential to underscore that the argument here is for judicious or strategic L1 use, not a return to L1 dominance. The goal is to use the L1 as a tool to facilitate L2 learning and use, ultimately increasing the quantity and quality of meaningful interaction in English. The amount and type of L1 use will necessarily vary depending on the learners’ proficiency level, the complexity of the material, and the specific learning objective. As learners progress, the need for L1 intervention should naturally decrease, shifting towards more sustained L2 interaction.

Teachers’ and Students’ Perspectives

Teacher beliefs about L1 use are significant. Alrajhi’s study found that while teachers use L1 for practical reasons, some still feel a sense of “guilt,” reflecting the lingering influence of the “English-only” ideology. Overcoming this internal conflict and viewing L1 as a legitimate tool requires professional development and a solid understanding of its potential benefits.

Learner perspectives also vary. Othman’s research reveals that while advanced learners might see L1 use as a hindrance to immersion, lower and intermediate adult learners generally view judicious L1 use positively, finding that it helps them understand, feel more comfortable, and progress. Taleb and Gasmi’s study with adult beginners in Algeria strongly supports this, showing a positive perception of L1 use for facilitating learning and reducing anxiety. Recognising and respecting learners’ needs and preferences regarding L1 use is a component of learner-centred pedagogy.

Future Outlook and Practical Implementation

The move towards integrating L1 strategically aligns with broader trends in language education that embrace multilingualism and view learners’ diverse linguistic backgrounds as assets. Translanguaging pedagogy, for instance, explicitly encourages the flexible use of all languages in a learner’s repertoire to enhance understanding and communication. While full translanguaging might involve more fluid switching between languages, the principles of leveraging L1 knowledge to support L2 development are directly applicable to monolingual EFL contexts.

For adult EFL classrooms in non-English speaking countries, the practical implementation involves teachers consciously deciding when and how to use L1, rather than resorting to it haphazardly. This requires planning and teacher training to equip educators with the skills to use L1 effectively and set clear boundaries. Strategies might include:

• Code-switching for efficiency: Using L1 briefly for complex instructions, checking comprehension, or clarifying a difficult word.
• Contrastive analysis: Explicitly comparing English structures/vocabulary to their L1 equivalents.
• Teacher L1 use as a model: Demonstrating how to use L1 strategically, perhaps for note-taking or brainstorming, before transitioning to L2.
• Allowing limited student L1 use: Permitting L1 use in pair/group work for initial brainstorming or problem-solving, with the expectation that the final output will be in English.
• Using bilingual resources: Encouraging the use of bilingual dictionaries or translation tools responsibly as learning aids.

The ultimate goal is to use L1 as a stepping stone towards greater L2 proficiency and enhanced communicative competence, ensuring that learners can not only form grammatically correct sentences but can also use English effectively and appropriately in diverse communicative situations relevant to their goals as adult learners. Moving beyond the dogma of strict L1 exclusion requires teachers to be informed, flexible, and responsive to the unique needs of their adult learners, leveraging all available resources, including the powerful resource of the learners’ first language.

For further insight, explore our webinars led by TEFL professionals on meaningful aspects of English language teaching.

Conclusion

The debate surrounding L1 use in the EFL classroom is evolving. While maximising exposure to English remains a core principle, a rigid “English-only” approach in monolingual adult EFL settings in non-English speaking countries often proves impractical and counterproductive. Research suggests that strategic and judicious use of the L1 can serve valuable pedagogical functions, aiding comprehension, saving time, reducing anxiety, and facilitating the development of communicative competence. By viewing the L1 not as an obstacle but as a resource, teachers can create more effective, supportive, and learner-centred environments that empower adult students to navigate the complexities of learning English and achieve their communication goals. The key lies in informed, purposeful integration, ensuring that L1 use supports, rather than supplants, the essential engagement with the target language.

One Hour Lesson Plan on Expressing Opinions

Topic: Expressing Opinions and Agreement/Disagreement

Adapted to: Adult students (non-English speaking country)

Level: Intermediate EFL

Time: 60 minutes

Objective: Utilises strategic L1 use for clarification and concept checking, reducing anxiety when dealing with potentially sensitive topics (opinions), and building towards communicative competence in expressing views in English.

Lesson Objectives: By the end of the lesson, students will be able to:

• Identify common English phrases for expressing opinions.
• Identify common English phrases for agreeing and disagreeing.
• Express their own opinions on simple topics using target phrases.
• Respond to others’ opinions, expressing agreement or disagreement.
• Engage in a short discussion using target language.

Materials:

• Whiteboard or projector
• Markers or pens
• Handout with opinion/agreement/disagreement phrases (English and potentially L1 translations for key phrases)
• List of simple discussion topics (e.g., “Learning English is easy,” “Travelling is the best way to learn about new cultures,” “Online shopping is better than physical stores.”)

Procedure:

1. Introduction (5 mins):
   • Greet students.
   • Introduce the topic: Expressing how you feel or think about something (giving opinions) and reacting to what others think (agreeing/disagreeing).
   • Strategic L1 Use: Briefly ask students in their L1 if it is easy or difficult to express opinions politely in their culture/language. This activates their existing knowledge and cultural context, linking it to the lesson’s purpose (communicative competence involves sociocultural understanding). A quick L1 check ensures everyone understands the concept of “giving an opinion.”
2. Presenting Phrases (15 mins):
   • Write target phrases on the board/handout, grouped by function:
     • Expressing Opinion: I think…, In my opinion…, I believe…, I feel that…, From my perspective…
     • Agreeing: I agree (with you)., That’s true., Exactly., I couldn’t agree more.
     • Disagreeing (Politely): I disagree (with you)., I see your point, but…, I’m not sure I agree., Yes, but…
   • Model pronunciation.
   • Check understanding of each phrase.
   • Strategic L1 Use: For 1-2 potentially tricky phrases or concepts (e.g., the difference between “I think” and “I believe,” or the nuance of polite disagreement), offer a brief L1 translation or explanation on the handout/board. This saves time and ensures accurate understanding of the meaning and intended use of phrases necessary for communicative competence. Limit this L1 use to essential clarification only.
3. Controlled Practice (15 mins):
   • Present simple statements one by one (e.g., “Coffee is better than tea.”).
   • Ask individual students to express their opinion using a target phrase (“I think coffee is better.”)
   • Then ask another student to agree or disagree with the first student, using target phrases (“I agree with [Student Name].” or “I disagree. In my opinion, tea is better.”).
   • Provide feedback on phrase usage and pronunciation. Ensure students are using a variety of phrases from the list.
4. Freer Practice / Discussion (20 mins):
   • Divide students into pairs or small groups.
   • Provide each group with a list of simple discussion topics (e.g., from materials list).
   • Instruct them to discuss the topics, taking turns expressing opinions and agreeing/disagreeing using the target phrases.
   • Teacher monitors groups, listening for use of target language and providing support as needed.
   • Strategic L1 Use (Teacher): If a group is completely stuck or misunderstands the task despite L2 explanation, use brief L1 to re-explain only the task instructions.
   • Strategic L1 Use (Students – Allowed Judiciously): Students may be permitted brief L1 use within their groups only to clarify the meaning of a topic word or a specific phrase they have forgotten, with the goal of quickly returning to English interaction. This mirrors how L1 is a natural resource adult learners draw upon, allowing the activity to continue without excessive frustration. Remind them the goal is to practice English.
5. Wrap-up & Feedback (5 mins):
   • Bring the class back together.
   • Ask groups to share one interesting opinion or point from their discussion (in English).
   • Briefly review the key phrases for expressing opinions and agreement/disagreement.
   • Provide general feedback on the class’s performance, highlighting good use of the target language and common areas for improvement related to using these phrases fluently and appropriately (linking back to communicative competence).

Differentiation:

• Lower Intermediate: Provide sentence starters on the handout. Use simpler discussion topics. More teacher modelling.
• Higher Intermediate: Introduce nuances of politeness in disagreeing. Use more complex discussion topics. Encourage extended turns in discussion.

Assessment:

• Observe students’ ability to use target phrases correctly and appropriately during controlled and freer practice.
• Listen for fluency and confidence when expressing opinions and reacting to others.
• Review handout/notes if used.

Sources

1. Cambridge University Press ELT Blog. (2023, February 19). When is it OK to use students’ L1 in the English classroom? Cambridge University Press.
2. Alrajhi, M. A. (2017). Using Learners’ First Language in EFL Classrooms. English Language Teaching, 10(7), 205–212. ERIC.
3. The Language Scholar. (2020, May 6). The role of L1 in an EFL classroom. The Language Scholar – University of Leeds.
4. Taleb, I., & Gasmi, S. (2021). BENEFITS OF L1 USE IN ADULTS’ EFL CLASSROOM IN ALGERIA. International Journal of Academic Research and Reflection, 9(2), 23–33. Progressive Academic Publishing.
5. Othman, M. (2022). Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom. English Language Teaching, 15(4), 152–161. ERIC.