Abstract
<p>The study of L1 (first language) use in L2 (second language) classrooms has long received attention in the literature. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. Considerably, less research has been conducted regarding the non-native L2 teachers’ perceptions of when L1 use is required. More importantly, there has been little research on the limitations faced by non-native EFL (English as a Foreign Language) teachers because of the strong English-only policies they have to follow. The present study explored the perceptions of non-native EFL teachers’ towards the existing English-only policies in their institutions. The teachers’ perceptions of when L1 should or should not be used in L2 classrooms were also of interest. Fifty-four non-native teachers of EFL from English preparatory schools of four universities in Northern Cyprus participated in the study. Data were collected through semi-structured interviews. Analysis of the data indicated that all of the participating teachers were inclined to use L1 in their L2 classrooms for a variety of reasons. Further, it is found that teachers were affected negatively and were restricted in certain issues as a result of having to follow strict English-only policies at their institutions. Implications for program development are discussed here.</p>
Highlights
For the last four decades, the discussion on whether to use L1 when teaching English in foreign language classrooms has been unable to reach a substantial conclusion
During the analysis of the data, three main categories emerged: non-native English as a Foreign Language (EFL) teachers’ perceptions on allowing the use of L1 in L2 classrooms, non-native teachers’ perceptions on not allowing the use of L1 in L2 classrooms, and limitations non-native teachers of EFL face owing to the English-only policies
The present study tried to provide a detailed picture of the perceptions of a group of non-native EFL teachers’ on L1 use in L2 classrooms, as well as the limitations they faced owing to the strict English-only policies they had to follow
Summary
For the last four decades, the discussion on whether to use L1 (first language) when teaching English in foreign language classrooms has been unable to reach a substantial conclusion. Optimistic views, often take the stance of L1 being a bridge when learning L2 (Briggs, 2001), and opt for its inclusion into L2 classrooms to a certain extent. Many of these discussions, neglect the role of language teachers, who seem to bring out new points of views. Neglect the role of language teachers, who seem to bring out new points of views The majority of those teaching English in today’s world are non-native teachers of English, whereas the reverse was true in past decades. Due to the long tradition of English-only policies and its obligation-based positive perceptions stemming from the mid-1900s, many non-native teachers of English still feel ashamed of using L1 in their classrooms, not because it is not beneficial, but because they view it as a personal failure
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