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2024 - Volume 7 - Number 2

The Use of L1 in a Beginner L2 English Classroom: A Case Study in Mexico

Sandra Pamela García Jiménez
University of Guanajuato, Division of Social Sciences and Humanities, Guanajuato, MEXICO

Open Journal for Studies in Linguistics, 2024, 7(2), 59-68 * https://doi.org/10.32591/coas.ojsl.0702.02059g
Received: 3 June 2024 ▪ Revised: 20 August 2024 ▪ Accepted: 20 December 2024

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The implementation of the L1 in EFL classes has been a topic of debate among educators and researchers. While some argue for an English-only approach, others recognize the potential benefits of using the L1 strategically. This case study investigates the strategic use of the first language (L1), Spanish, in a second language beginner-level (L2) English classroom in Mexico. The principal aim of this research is to explore the beliefs of beginner students about the implementation of the L1 in their English lessons. Data was collected through classroom observations, semi-structured interviews, and questionnaires over a period of one semester. The findings suggest that the use of L1 is of much help, such as clarifying complex concepts, providing instructions, and creating a more comfortable learning environment. This study reveals that most students perceived the use of L1 beneficial, especially in understanding instructions and in situations where they felt anxious about their English language abilities. This study considers the importance of a balance between L1 and L2 use in the classroom.

KEY WORDS: L1 use, L2 classroom, code-switching, affective filter, English language teaching, teaching learning process.

CORRESPONDING AUTHOR:
Sandra Pamela-García Jiménez, University of Guanajuato, Division of Social Sciences and Humanities, Guanajuato, MEXICO.

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