Judiciousness of mother tongue use in EFL

classroom
Radu Burdujan, PhD, university lecturer
Republic of Moldova, Chisinau, Tiraspol State University

Abstract.
The use of mother tongue in EFL teaching process is an inevitable component if
both the teacher and the student have the same mother tongue (L1) and when both
English and L1 are the medium of instruction. Different teaching methods had
different attitudes towards mother tongue use in EFL classroom from strict
prohibition to its extensive use. There is not even the unanimity among EFL teachers
about this issue nowadays. It is a common perception that the foreign language (L2)
acquisition is strongly influenced by the student’s first language. That’s because,
‘foreign’ accents appear in the L2 speech of students. Although, the importance of
mother tongue along with foreign language developing is now widely accepted among
researchers, there is the danger of L1 overuse and therefore L2 underuse in EFL
classroom. The article provides some reasons for the L1 use in the EFL classroom and
makes some suggestions about the ties between the L1 and the L2 while teaching /
learning a foreign language. There are several reasons why learners actually use the
L1 when they should be using the L2. So, it was necessary to introduce the concept of
judicious use of mother tongue in EFL classroom recommended in educational
situations listed in the article. The conclusion stays in the fact that both, the EFL
teacher and the students cannot avoid the mother tongue while teaching and learning.
Therefore, the article tries to overcome the disputed issue under discussion.

Keywords: foreign language acquisition; foreign language underuse/overuse;

(inter)cultural skills; language learning process; learner/teacher interaction

1. Introduction
Although it is sometimes difficult to differentiate the concepts of first language,
native language, primary language, and mother tongue, the following explanation for
the mother tongue will be adopted later in the article. A mother tongue is the first
language (L1) that a child learns automatically and naturally before any other
language. He/she acquires it from the speakers and social environment around
him/her. Usually, the first language is learnt at home from birth during childhood.
The use of L1 in English as a foreign language (EFL) teaching process is an
inevitable component if both the teacher and the student have the same L1 and when
both English and mother tongue are the medium of instruction.
On the one hand its use was strictly prohibited while such teaching methods as
Direct Method and Audio-lingual Method were used; on the other hand it was used
extensively during Grammar-Translation Method. Although preserved by many

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teachers, the “English-only” classroom policy, which encourage students to use L2 as
the only means of interaction with teachers and peers, seems to lose its grounds. Since
then, there have been fundamental researches in psychology, teaching / learning,
linguistics and other language related educational fields which have a significant
impact on the strategies employed in the EFL classroom to maximize the outcomes.

Research question and aims

The main question of this research is as follows:
What are the learning situations when mother tongue use is recommended in EFL
learning / teaching process?
This paper also aims a) to provide an insight on how different approaches treated
the amount of mother tongue use in EFL classroom and also b) to give and examine
the reasons for the mother tongue use in the EFL classroom.
However, the main aim of the research is to provide a reasoned list of learning
situations when mother tongue use is recommended, so that EFL teachers could rely
on it in their classroom activities.

2.1. Ratio of L1 and L2 use in the EFL classroom

There is not the unanimity among EFL teachers about total L1 removal form the
language classroom. So much the more if we take into account that on a global scale,
most English language teachers are non-native (Harbord 1992: 350) and the complete
ban of the students’ mother tongue in the classroom is often viewed skeptically.
Garcia and Sylvan (2011) consider outdated the monolingual education in the
‘globalized’ world we live nowadays and the practice of imposing only one language
is discouraged. Anton and Dicamilla (1999, p. 245) state that the use of L1 is
beneficial for the language learning process since “it acts as a critical psychological
tool that enables learners to construct effective collaborative dialogue in the
completion of meaning-based language tasks”.
From this perspective, we may distinguish two basic approaches the monolingual
approach and bilingual approach.
The advocate of the monolingual approach, Krashen has claimed that learners
acquire foreign languages following chiefly the same path they acquire their mother
tongue. It means that, the use of the mother tongue in the teaching / learning process
should be minimized (1981). Such a viewpoint makes teachers to discourage L1 use
in EFL classes. Depending on the foreign language learned, L1 may be sometimes
misleading. In spite of the universals existing in language systems, there are more or
less differences in languages too. L1 interference in teaching / learning process may
cause errors due to the L1 transfer. These errors range from phonetics and vocabulary
to grammar.
In situations where the students are not allowed to speak their L1 in EFL
classroom and even are punished for its use, students are afraid of speaking their L1,
and use it “quietly so they were not overhead or by writing notes in languages other
than English” feeling ashamed when punished for using their own
language. (Goldstein, 2003) Learning another language should not undervalue their
own language, but on the contrary should add richness to students’ lives, and a
positive experience because L1 represents an access to valuable resources.

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 Although, L1 has long been considered as a source of errors, many teachers have
criticized the monolingual approach. They have considered the L1 use in EFL classes
more beneficial than harmful at different levels. Vivian Cook (2001) argues that the
mother tongue in EFL classes was “a door that has been firmly shut in language
teaching for over a hundred years.” The learners come to EFL classes “loaded” with
their mother tongue and a cultural heritage that nobody must deny or underestimate.
The ban of the mother tongue in classes where learners are at lower levels of English
proficiency is practically impossible. That is why EFL teachers should consider L1
not a source of errors but a tool and a powerful resource used in a number of ways to
maximize foreign language learning.
The importance of L1 along with L2 developing is now widely accepted among
researchers. There is the danger of L1 overuse and therefore L2 underuse in EFL
classroom which may lead to the substantial decrease of opportunity to practice the
latter. From this perspective, the teacher’s decision of how much time of L1 and L2
should be in their classes seems to influence the students’ performance efficiency in
acquiring L2. Figure 1 provides some suggestions about the ties between the L1 and
the L2 in EFL classroom.
Figure 1: Some suggestions about the ties between the L1 and the L2 in EFL classroom.

There are still debates about L1 using in EFL teaching. It is important to note that
there are no criteria regarding the right amount of the use of L1. At the same time,
teacher’s use of the mother tongue cannot present a threat to foreign language
acquisition because students already have a language basis from their mother tongue.
(Cook, 2002). The mother tongue should be used very judiciously in EFL classroom,
and this judiciousness is balanced by the English teacher who should consider the
students’ level of learning. Usually, the lower level of English is, the more use of the
L1 in class is made by teachers. Or, the second language in EFL classroom should be

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used as much as possible; however the mother tongue has an important role for
balance at the second language course.
We can convey the meaning of an unknown word in many ways, such as a
definition in the second language, a demonstration, visuals, realia, L2 context clues,
or an L1 translation. (Nation) We should never lose sight that the comparative
analysis between the mother tongue and the foreign language is important and that the
aim of foreign language isn’t to substitute the L1. Larsen-Freeman (2000) claims that
“the purpose of using the native language is to provide a bridge from the familiar to
the unfamiliar”.

2.2. Reasons for the L1 use in the EFL classroom

Many EFL teachers still strongly believe that a single word from the learners’
mother tongue shouldn’t be used in the classroom. Such teachers are exponents of the
so-called ‘Monolingual Approach’; other ones who use L1 wisely in their EFL
classrooms follow the ‘Bilingual approach’. A third approach, introduced by Nation
(Nation), is called a ‘Balanced Approach’. He believes that teachers need to show
respect for learners’ L1 and thus avoid doing actions which make English seem
superior to L1.
There seems to have been a recent swing towards a more flexible L1 use
according to which the more foreign language is used in the classroom, the better EFL
teaching / learning process is. L1 remains an important instrument for the child’s
intellectual, physical and moral development during educational process.
If in the classroom, all learners share the same L1, teacher should use a range of
options to encourage learners to use the L2 as much as possible. There are several
reasons why learners actually use the L1 when they should be using the L2. The most
evident ones are: low proficiency in the L2, the naturalness of using the L2 while
doing certain tasks, shyness in using the L2, or simply a lack of interest in learning
the L2. (Nation)
L1 use in EFL classroom can have core functions which are concerned with the
EFL teaching process and social functions concerned with the management of the
classroom. The former includes such teaching techniques like explaining grammar
and vocabulary, or checking of grammar, vocabulary and text understanding. The
latter includes maintaining discipline, giving instructions, dealing with administrative
matters.
It is a common perception that the L2 acquisition is strongly influenced by the
student’s first language. That’s because, ‘foreign’ accents appear in the L2 speech of
students. When a Romanian speaks English, his/her English sounds Romanian. The
learner’s L1 affects the L2 vocabulary and grammar, too. Or, the L1 interferes with
L2, so that features of the L1 are transferred into the L2 (Ellis, 1985). Teachers are
often unsure about the use of students’ L1 in the classroom; it is either encouraged or
forbidden. Anyway teachers should not feel guilty while using L1 in cases when it is
really necessary and appropriate. Grim’s (2010, p. 207) research shows that teachers
switch to L1 to “facilitate comprehension, overcome grammatical obstacles and save
time in lengthy L2 task explanations”. In fact, the students’ mother tongue is the
greatest advantage brought to the English language classroom.

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 2.3. Judicious use of mother tongue in EFL classroom
The problem of judicious use of L1 in EFL learning / teaching process is when
and how to use it. It should be born in mind that the target language must be used
wherever / whenever possible and L1 where / when necessary. As stated above, the
reasonable use of L1 can play its unavoidable role in some cases, at the same time L2
should remain the most operational language of EFL learning / teaching process.
So, the mother tongue use in EFL classroom maybe recommended in the
following situations:
1. Giving instructions: While doing the tasks in group, in pairs, at project, or
even alone, the students must know clearly the details of what they have to do. So that
the students to do the tasks correctly without any confusion. The goal of the lesson is
explained by the teacher in L1. Instructions may be repeated simultaneously in both
(L1 and L2) languages, so that the teacher is sure the students have understood. Also,
teachers may use the students’ L1 to summarize the material at the end of the lesson
in order to provide a summary of progress, a kind of "framework design", for
example: "So, let's sum up. At this lesson we have learned the Present Simple Tense,
and told about its functions".
2. Explaining abstract terms: The meaning of abstract nouns like integrity is
very difficult to teach as it is rather vague even in L1. The use of L1 helps the
students to escape the difficulties of incomprehension or misunderstanding.
Proverbs in the target language should be taught with the corresponding ones in
the mother tongue if they exist. Otherwise a translation / explanation of the proverbs
in L1 should be given. The same thing happens with idiomatic expressions which may
have corresponding idioms or not. This might be very helpful to detect (inter)cultural
differences or similarities.
3. Teaching grammar. A comparison between L1 and L2 grammars will
highlight the differences between the two languages. While teaching grammar, the
explanations may judiciously be given in student’s mother tongue to avoid negative
transfer. The explanation in L1 is a very time-saving solution, at the same teacher is
surer the taught material is understood.
4. Teaching the low level students. Usually, teachers use students' L1 when
other explaining methods such as direct demonstration, synonyms-antonyms, word-
building elements, interpretation of word meanings in L2 cannot be properly
implemented. Thus, the use of mother tongue in EFL classrooms with low
proficiency students becomes inevitable when all other teaching techniques fail to
make them understand the taught item.
5. Translation tasks. There was an excess of translation asks when GTM was a
common method in teaching English. Then, a sudden and immediate removal of L1
from the classroom followed. Nowadays, translation from the native language into the
target language or vice versa is often used as classroom technique, or more often in
written tasks. Thus translation competence remains an important one. Cook (2010)
has noticed that translation is a major part of communicative bilingual competence.

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Therefore, its importance in a globalized and multilingual world has a great
educational potential.
The traditional ways of translation (e.g. with a paper dictionary) still exist, but are
replaced by machine translators. The accuracy of online translation has been
improving considerably, so that many people have questioned whether language
learning, and therefore EFL, will still be necessary in the future. Online translations
become more and more accurate, depending on the languages that are being translated
from and to, and the type of text. These days there are many electronic translators,
such as Google Translate, or translation pens. All you have to do is use an app and
glide the camera of a smartphone or tablet over text to get an instant translation or,
even simpler, speak into the app and your translation appears.
6. Managing classroom conflicts. Management of conduct and discipline is
often hard to be done in L2, especially, if a serious conflict that interferes with
learning emerges in the classroom. Classroom conflicts don’t happen only at the EFL
lessons, but at other disciplines too. The difference consists in the fact that at science,
math, geography, etc. courses, teacher / learners use the same mother tongue, whereas
at EFL course there is both mother and target (foreign) language. The teacher can try
to prevent the conflict in L2, but nevertheless L1 seems to be more efficient.
7. Discussing errors. Errors are indispensable to the learning process of foreign
language. Unlike native speakers, who can identify and correct mistakes almost
immediately, non-native speakers who learn L2 have an incomplete knowledge of the
target language, and are not always able to correct the errors they make. While
expressing their ideas, most of the learners chiefly rely on their mother tongue. This
one plays a very significant role in English learning process and has great influence
on L2. Such is known as interlingual transfer. Discussing errors caused by the
interference of the learner's mother tongue should be done in L1.
The figure 2 shows the primary reasons that require judicious use of mother
tongue in EFL classroom.
Figure 2: The reasons for judicious use of mother tongue.

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 judicious use
to explain to do to
difficult translatio explain
concepts ns grammar
to
to give manage
instructions classroom
conflicts

to
discuss
errors
Teaching the low level students
L1 use is time-saving; therefore it allows avoiding long explanations in the target
language. It is sometimes easier and more efficient to give a translation (or visual
aids) of a word than start by trying to give the explanation. It does not necessarily
mean that the latter will lead to the expected result.
A comparison of L1 and L2 is a very enriching experience, which can enhance
the TL acquisition. This comparison can be done both at vocabulary and grammar
level.
Language is also a vehicle for developing (inter)cultural skills. Cultural
differences and similarities can be highlighted through various linguistic activities,
like proverbs, idiomatic expressions, songs, and even jokes.
Using L1 minimize the stress the learners may have while studying L2.
Acceptance of L1 use gives a sense of security nourished by the learners’ identity.

3. Conclusion
Use of L1 in EFL classroom has been a disputed issue over time. On the one
hand, some teachers reject L1 use; thence don’t recognize any significant potential in
it. On the other hand, other teachers massively overuse it. Thus, when and how to use
L1 and when to use L2 in EFL classroom is one of the hardest decisions the teacher
should make. Overall, this study shows that to overcome this argument, L1 should be
used in EFL classroom in balanced way.
Both, the EFL teacher and the students cannot avoid the mother tongue while
teaching and learning. That means that while learning / teaching a foreign language,
complete ban of L1 is not possible and even not justifiable. The use of mother tongue

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at EFL lessons can be useful in certain cases. Thus, a rational and judicious L1 use in
EFL classes can only be advantageous.
Nowadays mother tongue and foreign languages are separate school subjects,
which together contribute towards a more general educational goal: the development
of global citizen. The relationship between mother tongue and foreign language
learning and teaching is of great interest; respectively their use in the same classroom
should be mutually beneficial developing ability to participate and communicate
across cultures.
This study has shown the necessity of using mother tongue in the following
learning situations: when explaining L2 grammar, the teacher should compare it with
L1’s grammar and also use L1 in his/her explanations to be sure the learners have
understood material; the progress of beginners will probably be quicker if the L1 use
is allowed in the EFL classroom; translation exercises may also be very useful
practice.

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