Should We Use EFL/ESL Students’ Mother Tongue (L1) in Class?

Does your school insist on everyone speaking English all the time in class? Or are you worried your students are talking too much in their native language?

The debate on whether to allow L1 (mother tongue) in EFL/ESL classes has never really found a resolution, and you may wonder what’s best for your students.

Hopefully, this article will give you a better idea. As with many questions like this, there’s no clear-cut answer to using L1 in the classroom, and the best approach depends on the needs of your class.

From my years of teaching English in language academies, public schools and as a private tutor, I’ve found it best to avoid L1 where possible. But not always. There are some occasions it’s very helpful.

And just because I avoid it myself, does that mean my students should speak English 100% of the time? I’m not so sure. The teacher’s use of L1 differs from the students’. So let’s look at the cases where you may wish to enforce an English-only approach, and when you might take advantage of L1.

What does L1 mean? And L2?

The term L1 refers to a person’s mother tongue, or native language. For most EFL/ESL students, this is the language they use daily and are most confident with.

L2 is the language they are learning in class, in our case, English.

It may be that a student’s mother tongue isn’t the language they speak in daily life, for example children whose parents migrate to a new country will often speak the local language at school and with friends.

For our purposes, I would consider this “second” language L1, even if it isn’t necessarily the language their parents speak.

Should the teacher use L1?

As an EFL/ESL teacher, you have mastery over English. You are the source of knowledge and the guide to your students’ learning. So should you ever speak your students’ language?

Many EFL/ESL teachers don’t know how to speak the L1 of their students, and when they do, it may only be at a very basic level.

What’s more, in some classes, students come from different places and don’t share the same L1. If either of these cases applies to you, then you shouldn’t use L1 because, well, you can’t.

But let’s say you do know some of the language and all students share the same L1. Should you ever speak it in class?

The vast majority of the time, the answer is no. Here are some reasons why:

1. You set the example. If students hear you speaking their language frequently, they’ll see that as permission to do the same themselves.
2. Listening skills improve passively over time. By speaking in English, your students are constantly processing and integrating the language without realising it. By hearing your pronunciation, sentence structure and use of colloquial phrases, expressions and vocabulary, their English becomes more natural.
3. Speaking your own language projects authority. English is your domain, and you’re in control of it. Students respect that. Unless you speak their language to a high level, anything you say in their language will lack weight, and may be more confusing than if you had said it in English.
4. When students understand you, they gain confidence. Whether they realise it or not, students who complete an English class in which they’ve understood the majority of what you said, they’ve achieved something great. They can’t feel that pride if you cheated by using L1.

For these reasons, I rarely speak L1 in any of my classes. Even lower-level students can learn this way, as long as you know how to communicate effectively.

If you’re worried about getting your message across using only English, here are some tips to help:

• Use body language and gestures. While your students may not understand all your words, they can interpret physical movements to get the idea.
• Use tone in a similar way, to transmit ideas related to the words you’re saying.
• Choose words carefully. With beginners, stick to a simple vocabulary, avoiding slang and technical terms.
• Speak slowly and clearly without patronising them. Of course you don’t want to rush through your sentences, but there’s a limit to how slow (and loud) you need to go before it gets insulting.
• Don’t be afraid to repeat once or twice. If you have quite a lot to say, break it into chunks and repeat each one until students get it.
• Check for real understanding. Asking “do you understand?” will almost always get an affirmative response. That tells you very little. Have students explain what you said in their own words (or in L1, as we’ll talk about a bit later).

For more on how to communicate instructions as an EFL/ESL teacher, check out my in-depth article on the subject: How to Give Instructions in an EFL/ESL Lesson: 5 best tips.

Now let’s see where a teacher’s use of L1 may be necessary or helpful.

Moments in which a teacher should use L1

1. In urgent or dangerous situations. If the safety and wellbeing of any member of the class is in doubt, and a quick, clear message is required, use L1. You can’t risk students not understanding you.
2. When giving instructions in a limited time frame. Ideally, you’d have enough time to give instructions in English with plenty of support and repetition. But if time is running out and you need to get things done, using L1 speeds things up and allows time for more productive learning.

Situations in which L1 may be used beneficially

If you’re confident speaking your students’ L1, here are some situations where you might choose to use L1, although personal preference and context apply.

1. Explaining complex grammar. Sometimes, a student’s understanding of a new concept is more important than doing everything in English. For example, if they’re struggling with the third conditional, using their L1 to support the explanation could make the difference.
2. Behaviour management. Generally, using English to manage classroom activity is preferable. But in the case of poor behaviour, speaking their own language can add strength. This works best with kids. If you’re not confident with the language, though, it can undermine your authority.
3. Explaining the differences between L1 and English. The Spanish word constipado means “congested” in English. It’s a false friend with potential for amusing mix ups. To explain these differences and quirks, it helps to use L1.
4. Maintaining flow with beginners. This is a big one. When you’re teaching beginners, things can grind to a halt very quickly if you only speak in English. Sometimes it’s best to use L1 to move past roadblocks and move on to more fruitful work.

Hopefully you realise there’s an element of teacher judgement and common sense in every situation.

If you use a little L1 in class, it’s not going to ruin your students’ progress, or suddenly cause them all to stop speaking English.

With experience and reflection, you can find your own balance between maintaining a predominance of English in the class and solving problems with the careful use of L1. If in doubt, use English, but don’t be afraid to use L1 where you see fit.

Should you ban students from using L1?

When it comes to allowing students to use L1 in the English classroom, things are far from clear.

First of all, it’s worth acknowledging that not every teacher will have a choice in this matter, since some companies sell their classes based on the fact it’ll be 100% in English.

If that’s the case, there’s not much you can do if you disagree. Except, of course, learn about why it might be beneficial to allow some L1 and bring it up with your bosses. Chances are you won’t change their minds, but it’s worth knowing both sides of the argument.

In any case, here are the three main reasons given by proponents of 100% English classes.

1. L1 interferes with learning English.
2. Students must only speak in English so they can start thinking in English instead of translating.
3. If you allow a little L1, it won’t be long until the whole class is in L1.

All three of these arguments have some validity. But they’re not necessarily true in all circumstances, and don’t see the whole picture. Let’s look at each in detail.

Argument 1: “L1 interferes with learning English.”

This refers to the fact that the structures and words in L1 don’t always correspond to those in English, and using L1 concepts impedes understanding of English forms.

For example, in Spanish, la gente is a singular noun which translates to “the people”, a plural noun in English. Students who use L1 will consider “the people” as a singular noun and make mistakes like “the people is happy”.

This argument holds weight. I’ve seen it countless times in my own classes, and it’s frustrating.

One particular way of avoiding language interference is by teaching vocabulary with images, gestures, and definitions. Instead of translating directly from “manzana” to “apple”, use a picture of an apple and the word in English, avoiding the L1 word entirely.

For more on teaching new words, check out my series of articles on how to get your students learning vocabulary quickly and efficiently. Start with the main overview article here: Best Method to Improve EFL/ESL Students’ Vocabulary: 9 Steps.

However, banning L1 in the classroom won’t solve this interference problem. Yes, we want our students to speak mostly in English, but we can actually use L1 to enhance their understanding, through comparison.

This is especially true with beginners. At low levels, students have very little reference for language, except for their L1. They naturally compare new structures with those in their native tongue simply because they have nothing else to compare them to.

When it comes to complex ideas for beginners, mature students can learn quickly by using L1 to compare and contrast. They can understand “the people” is a plural noun if you use L1 to explain that to them.

Younger students, especially small children, will mostly speak in L1. Allow them. Repeat what they’re saying in English, gently encouraging them to say one or two words from the sentence in English.

Argument 2: “Students must only speak in English so they can start thinking in English instead of translating.”

Spontaneously creating English without translating it from L1 is a skill that takes time to develop, and the best way of doing it is through practice. An over-reliance on translation impedes fluency.

While I agree with encouraging students to speak English as much as possible for these reasons, I’m not comfortable forcing it upon them. Here are some reasons why:

• Fatigue. It’s tiring to speak in a different language. Give students a break from time to time.
• Discomfort under pressure. Forcing students to step outside their comfort zone is stressful, and under pressure from peers or the teacher, many retreat and lose confidence.
• Trust is important. Students are in the class to learn English. They know that speaking it is the best way to practice, so you should show you trust them to do so, rather than compelling them.

This last point is a little contentious, so I’ll elaborate.

Whether your students are well-behaved and motivated, or disruptive and disengaged, forcing them to do something always leads to resistance. I’ve seen it countless times, because I’ve made the same mistake.

Let’s say you punish students for using L1 when they should use English. They’ll change their behaviour, right? Wrong. They’ll continue using L1, but be smarter about it. They’ll use it behind your back and engage less in the class. You lose their trust. Seriously, it only makes things worse.

Okay, so what about rewarding students for using English? That may work at first. But soon students will tire of the rewards, especially if they’re conditional and predictable.

It sets a precedent that speaking English is something “extra” and as soon as the compensation stops being interesting, they’ll revert to L1. You have to constantly increase the value of the reward, creating diminishing returns.

Praise is a useful strategy, if used correctly. Kind words and encouragement help students feel comfortable and valued. It’s far more powerful than any tangible prize. Later in the article, we’ll look at more ways to encourage your students to use English without needing a carrot or a stick.

Argument 3: “If you allow a little L1, it won’t be long until the whole class is in L1.”

“Give them an inch, they’ll take a mile”. That’s the attitude behind this argument. And, to an extent, it holds up, because, if unchecked, students may fall into a pattern of using more and more L1, simply because it’s easier.

But this will only happen if you let it. A good teacher will be aware of any shifts in student behaviour and be able to reign them in.

A good teacher will also make it clear, both explicitly and implicitly when and where they’re allowed to use L1 and when they should attempt to use English.

Doing role-play activities and conversation games, for example, should all be in English. Asking a friend to borrow a pencil would be great in English, but if the student doesn’t know how to say it, should they put their hand up and distract the teacher to ask for the correct sentence?

It all comes down to common sense, teacher judgement and trust.

How to motivate students to speak English more

If you agree with me that an authoritarian 100% English rule is counter-productive, and handing out rewards leads to diminishing returns, how can you get those reluctant students engaging with English more?

The answer is both simple and challenging. All you have to do is make learning and speaking in English a positive experience.

When the learning process is something students enjoy, they will do it more and more, and you won’t need to cajole them or chastise them. It’ll happen naturally.

Alright, so that’s the simple part, but how do you actually make it a positive experience? There are whole books dedicated to this. I can’t cover everything in this article, but here are some key tips.

• Establish expectations early on, taking their preferences and opinions into account if appropriate. Maintain these expectations in every class, and refer to them when necessary.
• Create a warm and supportive atmosphere where mistakes are not punished or mocked, and trying hard is welcomed with smiles and praise. Don’t allow social pressure to be inhibiting.
• Let students notice their progress. One of the most exciting things for anyone is seeing themself getting better at a skill.
• Avoid over-correction of speaking, and allow students time to figure things out on their own.
• Allow creativity and individuality so students can express themselves. This is far more motivating than forcing them to repeat prepared sentences.
• Bring your own personality. Become someone they enjoy interacting with because you make them smile, laugh and forget they’re actually using English all the time.
• Pay attention to students’ interests and preferences. Design your classes around topics that students are interested in, rather than forcing them to talk about things they don’t care about.
• Choose engaging activities and games suited for your students in which speaking English is relevant and authentic. These include role plays, conversation-based games, and fun activities like debates and arts and crafts.

For some great ideas for games and activities, check out my lists: 9 Confidence-Boosting EFL/ESL Speaking Games for All Levels and 9 EFL/ESL Speaking Games & Activities Perfect for Beginners.

While I believe these tips are by far and away better than enforcing a ban on L1, there may be times where students push too far, and you need to take some time to re-establish expectations.

Fortunately, if you set the expectations early, this is much easier. You can remind everyone of why they’re in the class, and why they agreed to use English as much as possible.

I’ve written a whole article about setting expectations. It’s targeted at small private classes, but the concepts apply to large groups, too. Check it out here: How to Set Rules & Expectations in Private EFL/ESL Classes. And for more engagement tips, read: What to Do if Private EFL/ESL Students Won’t Participate

Conclusion

The correct use of L1 in the English classroom has potential benefits to learning. With careful and considered implementation, they can be a positive strategy, despite fears of L1 interference.

A straight ban on L1 is tricky to enforce and erodes trust with students. Creating engagement with English is the best way to keep students from over-using L1, so forget about carrots and sticks, and instead focus on delivering great classes which motivate while developing their skills.

To answer the question “should we use L1 in the EFL/ESL class?” I would say, yes, when it’s appropriate. The majority of the class should be in English, but a 100% rule doesn’t give room for different routes to understanding, sensible practical decisions, and an atmosphere built on trust and engagement.