Abstract
The utilization of the first language (L1) as an instructional tool in second language (L2) classrooms has sparked an intense debate in the realm of language education. This essay aims to delve further into the multifaceted discourse surrounding the use of L1 in L2 classrooms, particularly within the context of adult English as a second/foreign language (ESL/EFL) teaching. To provide comprehensive insights into the implementation of L1 in L2 classrooms, the essay draws upon examples from the authors’ pedagogical experiences, encompassing roughly 33 hours of ESL instruction within an agency affiliated with the University of Pennsylvania, United States. Furthermore, this essay employs relevant theories from the three primary fields of Teaching English to Speakers of Other Languages (TESOL), which include second language development, language use, and language pedagogy. By synthesizing these theories and exemplars, this essay aims to shed light on the intricate nuances of utilizing L1 as an instructional tool in L2 classrooms, and ultimately to inform and enhance pedagogical practices in the field of ESL/EFL instruction.
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