This document discusses strategies for using the second language (L2) in the English as a foreign language (EFL) classroom. It recommends that teachers create an interactive environment where students are frequently exposed to the target language. It suggests techniques for teachers such as planning lessons around functional language, establishing routines, adjusting their teaching style to be clear and concise, and encouraging students to practice outside of class. While the L2 should be used predominantly, the document provides some scenarios where using the students' first language (L1) may be acceptable, such as for classroom management, giving complex instructions, or explaining abstract concepts. The goal is to maximize L2 exposure and use while still facilitating student comprehension and learning.

1. STRATEGIZING
THE USE OF L2
IN THE EFL CLASSROOM
Domingos Di Lello

2. EFL Learning Principle
Students learn English to develop oral
interaction and become functional.
Predominant use of the L2 in the EFL
classroom, a fundamental principle of
the communicative approach, stresses
the importance for the students of
frequent exposure to the TL.

3. Fundamental Procedures for L2 Use
Teachers should create an interactive,
comfortable, stimulating classroom
atmosphere where teacher-student
and student-student rapport happens
naturally.

4. Teachers should plan their lessons so as
to include previously learned functional
language before, during, and after the
activities, providing explicit examples and
models, using essential information on the
board, as well as props and realia.

5. Teachers should provide the students with
frequent access to resources, promoting their
autonomy. Once developed, functional
language stays with the students and
provides a language store which forms the
basis of future learning.

6. Teachers should establish simple
routines as a means of providing the
students with a sense of security and
fostering understanding of the key
language.

7. Teachers should adjust their TTT by
focusing on functional language, making
short statements, keeping explanantions
brief, concrete, and clear, using cognates
and high frequency words, delivering
instructions step-by-step, using gestures
and body language, as well as presenting
factual information logically and
sequentially.

8. Teachers should encourage the students to
reinforce their learning outside the
classroom by assigning homework
regularly, watching videos, reading, and
listening to songs in English as a way to
reactivate functional elements.

9. L1 use in the L2 classroom
• Explaining classroom methodology
• Managing the classroom
• Enforcing discipline
• Addressing administrative issues
• Giving feedback / self-assessment
• Eliciting language
• Checking comprehension
• Giving complex instructions
• Translating abstract concepts / words

10. Conclusion
Students learning English as a foreign language
need as much exposure to the language as possible
and be given the opportunity to use it receptively and
productively. L1 use is justified under certain
circumstances for certain good reasons.

11. Bibliography
Atkinson, D. Teaching Monolingual Classes: Using L1 in the Classroom. Harlow: Longman
Group Ltd. 1993.
Bouangeune, S. Using L1 in teaching vocabulary to low English proficiency level students:
A case study at the University of Laos. English Language Teaching Journal. 2009; 2 (3):
186-193.
Brown, H. D. Teaching by Principles. Prentice Hall Regents; 1994
Butzkamm, W. We Only Learn Language Once. The Role of the Mother Tongue in EFL
Classrooms: Death of a Dogma. Language Learning Journal. 2003; 28 (1): 29-39.
Cook, V. Using the first language in the classroom, Canadian Modern Review. 2001.
Available from: http://privatewww.essex.ac.uk/vcook/501-6.html
Cook, V. Second language learning and language teaching. Beijing: Foreign Language
Teaching and Research Press and Edward Arnold (Publishers) Ltd: 2001.

12. Bibliography
Ellis, R. Classroom Second Language Development. Oxford: Pergamon; New York; 1984
Halliwell & Jones, 1991
Lightbown and Spada (1999:39)
Macaro, E. Analyzing Student Teachers’ Code Switching in Foreign Language Classrooms.
Modern Language Journal. 2001; vol. 85: 531-548.
Macdonald, 1993
Nunan, D. and C., Lamb. The Self-Directed Teacher. Cambridge: Cambridge University
Press. 1996.
Sharma, K. Mother Tongue Use in English Classroom. Journal of NELTA. 2006; 11 (1-2):
80-87.
Using English in the ESL Classroom (Cycle Two and Three). Available from:
http://www.eslinsight.qc.ca/spip.php?article9.