The document discusses four main arguments for using students' first language to support learning a second language: 1) It can be more motivating, 2) It helps students see languages as interconnected rather than separate, 3) It reflects how many use multiple languages in real life, and 4) It naturally occurs in classrooms and should be embraced. However, some argue it discourages thinking in the second language and could reinforce incorrect assumptions. The document provides classroom techniques for limiting first language use such as rewards and punishments or using visual aids, but acknowledges it may sometimes be necessary.

2. The Use of First
Language in Teaching
Second Language
By:
Dr. Ghobadirad

3. The four main arguments put forward for
the principled use of the learners' own
language to support foreign language
learning can be summarized as follows:
 1. The affective argument
 2. The psycholinguistic argument
 3. The sociolinguistic argument
 4. The pedagogic argument

4. 1. The affective argument
For many students, drawing on and
using their own language as they learn
a new language can be more
motivating and, particularly during the
early stages.

5. 2. The psycholinguistic argument
It is unhelpful to separate the
learners' own language and the
target language as two separate and
independent systems in the students'
minds.

6. 3. The sociolinguistic argument
 Many English speakers use English in
plurilingual contexts, i.e. contexts in which
English is just one of the languages being
used, and the ability to switch and mix
languages (known as 'translanguaging') is an
important skill that plurilingual individuals
use on a daily basis.

7. 4. The pedagogic argument
In many classrooms first language use
occurs frequently as a natural
teaching and learning strategy.
Consequently, it should be harnessed
rather than rejected where that is
appropriate.

9. There is always a set of pedagogical
justifications behind policy decisions to exclude
the L1. The most frequently cited are the
following:
Learners need to learn to think in English, and the use of L1
discourages them from doing so.
The use of L1, especially translation, will make worse the
problems of first-language interference, because it encourages
the false belief that there is a word-for word equivalence
between languages.
The time that is spent using the L1 is time that is not spent in
using English, so L1 use deprives learners of valuable learning
opportunities.
Translation is not a valuable skill to practice; learners should
focus on the four main skills of speaking, listening, reading and
writing.

10.  Talking in pairs and groups( NOT a lot)
 Asking how do we say’………………..’ in English?
 Translating an L2 word into L1 to show they
understand it
 Translating a text from L2 to L1 to show they
understand it
 Translating as a test

15. Practical classroom implications
Cut out or limit L1
 Punishments
 Rewards
 L1-free periods
 Controlled speaking practice
 Giving enough words and language
 Clear instruction
 The definition games( it’s a kind of….)

16. When can we avoid using L1 in
teaching new words?

20. How to avoid using L1 when teaching
new structure?
 Use example sentences a lot
 Use PowerPoint
 Teach by films and clips
 Use the board
If they didn’t work,
Take it easy and use L1

21. Thanks for your attention.