L1's Role in ISLA: A Case Study on Principled L1 Use in Belgium's Beginner Classrooms

Abstract

This research, grounded in the evolving pedagogical history of L2 instruction, explored the impact of the utilization of first language (L1) on second language (L2) proficiency in beginner foreign language classrooms in Belgium. Historically, the use of L1 in L2 learning environments has swung between opposition and acceptance. Using a quantitative research design, this study involved 40 students aged 12-14 from Belgium. Standardized L2 proficiency tests, paired with comprehensive questionnaires, were employed to gather data. Students' L2 proficiency was assessed at the beginning and end of an academic year that incorporated specific L1 utilization strategies. The results, analyzed using the paired t-test, shed light on the potential implications of strategic L1 integration in L2 instruction.