Keywords
Abstract
This extension project critically examines the evolving role of learners’ own language (L1) in English language teaching (ELT). Once discouraged in favor of immersive monolingual methods, L1 use is now increasingly recognized as a pedagogical resource. Drawing on key sources—Hall (2018), Moore (2013), and Liu & Xu (2018)—the paper explores how strategic, context-sensitive use of L1 can enhance comprehension, reduce anxiety, support classroom interaction, and promote learner inclusion. Moore’s concept of emergent L1 use and the notion of translanguaging highlight how flexible language practices can create more authentic and equitable learning environments. The author reflects on a personal shift in perspective and outlines practical classroom applications, such as brief L1 use for clarification and scaffolding. The paper concludes that responsible L1 integration supports bilingual learners’ needs while maintaining English as the main medium of instruction.
References
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