The place of L1 in the ESL classroom: an overview of linguistics rights in education and learner and teacher perspectives on the nature of medium of instruction in ESL contexts

Abstract

It has been a constantly debated topic in the field of ESL about the place of L1 in the teaching process when adopting an exclusively L2 oriented classroom environment is pointed out threatening students� identity through encouraging to ignore their native language (Hopkins 1988:18) The present research aims at determining the extent to which the learners� first language should be used in the ESL classroom through reviewing multiple perspectives of ESL teachers and learners in a university context. The research draws from 1) literature available on the topic in relation to pedagogy and socio � political rights of individuals in terms of the medium of education 2) the attitudes of the English teachers on the matter especially about the degree to which L1 should be incorporated in to teaching 3) the thoughts of undergraduates about the use of L1 and the effect the practice had/may have on them based on their first hand experience in the classroom. Literature was analyzed by means of written and online sources. As well, interviews with teachers and students were used as the method of data collection due to the substantial amount of information it can draw by personal acquaintance with individuals. A number of twelve ESL teachers and twenty undergraduates took part in the study. The sample student group comprised of learners who usually find it difficult to understand and follow the instructions given in English in the class unless a lot of contextual clues are provided. Conclusively, it was revealed that the majority of teachers agree on drawing simulations in students� L1, especially in terms of teaching vocabulary whereas an overwhelming majority of students opted for use of L1 when teaching grammar.