Abstract
In the present study, the authors deliberate that there are no separate boxes in human brain to restrict two different languages to interact with each other. The practice on ground is strongly in favour of allowing L1 to support target language (TL). The paper contests the status quo of maximal input hypothesis and documents enough research in the field of human psychology, code-switching, bilingualism and Socio-Cultural Theory (SCT). The Canadian French Immersion Programme has also been referred to, in the article. The real life teaching and learning experiences have been shared and are connected to the latest theory and research, and it is concluded that this issue has serious socio-political and academic dimensions. The study postulates that the extent of L1 to be used is highly context-dependent. A ‘judicious’ use of L1 should, however, be practiced in target language (TL) class without malign. Keywords: Judicious use, L1, code-switching, socio-political, psychological, functional dimensions
Highlights
It is not new for the teachers of second and foreign languages to listen to policy statements every and to ban L1 as something unholy from their L2 classrooms. Macaro (2009) expresses the similar experience when she had completed some sixteen years of language teaching in 1997
We would later try to connect our personal experiences to the theories and practices in the second language education and recommend ‘a judicious’ use of L1 in the target language (TL) classroom for its obvious psychological, socio-political and functional benefits
He is of the view that every language teacher and researcher must read at the earliest to gauge how deeply embedded and supportive are philosophy, psychology, anthropology and linguistics in the process of language learning. He puts language in the heart of all what education is and or, should be. It is evident from the discussion above that the issue of L1 in L2 classroom must not be overlooked
Summary
It is not new for the teachers of second and foreign languages to listen to policy statements every and to ban L1 as something unholy from their L2 classrooms. Macaro (2009) expresses the similar experience when she had completed some sixteen years of language teaching in 1997. Macaro (2009) expresses the similar experience when she had completed some sixteen years of language teaching in 1997 She recollects that she was shocked to hear the policy statements from up to downwards because she had certainly been using small, justified quantities of first language in the classroom. We would later try to connect our personal experiences to the theories and practices in the second language education and recommend ‘a judicious’ use of L1 in the target language (TL) classroom for its obvious psychological, socio-political and functional benefits In this context, one of the authors shares his personal experiences as a language learner and as a language teacher. The detailed account is given in the part of the study
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