The use of L1 in L2 Learning in the Indonesian EFL context
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Published:
Apr 10, 2023
Keywords:
L1 use, L2 classroom, co-lingual, bilingual, monolingual
Main Article Content
(1) * Abdul Muqit
Politeknik Negeri Malang
Indonesia
(2) Sahiruddin Sahiruddin
Universitas Brawijaya
Indonesia
(3) Aly mron
Politeknik Negeri Malang
Indonesia
(4) Nurhayati Nurhayati
Universitas Hasanuddin
Indonesia
(5) Intama Jemy Polii
Univeristas Negeri Manado
Indonesia
(*) Corresponding Author
Abstract
The issue of L1 usage in the L2 classroom is still open. Historically, using the target language was the most effective method for learning L2. However, some research indicates that incorporating L1 into L2 sessions can also help to improve second language learning. The notion of L1 use is in the L2 classroom has also been associated with the notion of translanguaging in the bilingual or multilingual education. The goal of this study is to ascertain the attitudes and beliefs of teachers and students towards the use of first language in the second language classroom and to determine the extent to which such beliefs regarding the use of first language in the L2 classroom is related to one another to facilitate L2 learning. Participants in this study were 115 students (n=115) and 30 university English teachers (n = 30). A questionnaire was used to obtain the data, and descriptive statistics was employed. The study revealed that teachers and students are generally in favor of using L1 in L2 classrooms (bilingual instruction), depending on the context or goals. The L1 is used primarily to enhance L2 proficiency so that as the L2 proficiency progresses, monolingual approach can be implemented. This study partially supports the viability of a bilingual or co-taught method in the L2 classroom.
HIGHLIGHTS:
- Teachers and students favor using a second language (bilingual approach) to facilitate learning in
the second classroom. - For L2 learners to build their L2 skills, they need to be exposed to as much L2 input as possible.
L2 learning and development heavily rely on the use of L1 to connect L1 and L2 information. - Indonesian EFL classes can adopt the bilingual to monolingual EMI transition paradigm as
referring to students’ proficiency levels.
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How to Cite
Muqit, A., Sahiruddin, S., mron, A., Nurhayati, N., & Polii, I. J. (2023). The use of L1 in L2 Learning in the Indonesian EFL context. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1741
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Copyright (c) 2023 Abdul Muqit, Sahiruddin Sahiruddin, Aly mron, Nurhayati Nurhayati, Intama Jemy Polii
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 1-9. doi: 10.1016/j.system.2020.102273
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Gallagher, F. (2020). Considered in context: the EFL teacher's view of the classroom as a bilingual space and code-switching in a shared L1 and in a multilingual context. System, 91, 1-13. https://doi.org/10.1016/j.system.2020.102262
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Graham, K.M, & Eslami, Z.R (2019). Attitudes to EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8-31. https://doi.org/10.1075/lplp.00030.gra
Graham, K.M, & Eslami, Z.R (2020). Translation as an act of ethical concern in the English Medium Instruction class. In CC Lin, & C. Zaccarini (Eds.), Internationalization in action: Harnessing diversity and inclusion in the global classroom (pp. 9-27). Peter Lang Publishers. https://www.amazon.com/Internationalization-Action-Leveraging-Globalized-Classrooms-ebook/dp/B0893GSWHJ
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Hillman, SK, Graham, KM, & Eslami, ZR (2019). Teacher translation practice at international branch campus in Qatar. Teaching & Learning English, 43(1), 41-63. https://doi.org/10.1007/s42321-018-0015-3
Hu, G., & Lei, J. (2014). English-secondary teaching in Chinese higher education: A case study. Higher Education, 67, 551–567. https://doi.org/10.1007/s10734-013-9661-5
Islam, MM (2013). Secondary teaching of English at a private university in Bangladesh. Indonesian Journal of Applied Linguistics, 3(1), p. 126-137. https://doi.org/10.17509/ijal.v3i1.195
Jing, Y. & Kitis., E.D. (2023). Pedagogical translanguaging in the primary-school English-L2 class: a case-study in the Chinese context. Journal of Multilingual and Multicultural Development, 1(1), pp.1-8. https://doi.org/10.1080/01434632.2023.2173213
Johnson, RK, & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap at the end of immersion. Language and Education, 8(4), 211-229. https://doi.org/10.1080/09500789409541392
Kim, Y., & Petraki, E. (2009). Student and teacher use and attitudes toward L1 in EFL classrooms. Asian EFL Journal, 11(4), 58-89. https://www.asian-efl-journal.com/main-editions-new/students-and-teachers-use-of-and-attitudes-to-l1-in-the-efl-classroom/index.htm
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.li https://www.amazon.com/Techniques-Principles-Language-Teaching-Larsen-Freeman/dp/0194423603
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Macaro, E. (2001). Analyzing teacher-student code-switching in foreign language classes: Theory and decision-making. Journal of Modern Languages, 85(4), 531-548. https://www.jstor.org/stable/1193074
Macaro, E. (2018). English media instructions: Content and language in policy and practice. Oxford: Oxford University Press. https://www.amazon.co.uk/English-Medium-Instruction-language-Linguistics/dp/0194403963
Macaro, E. (2020). Exploring the role of language in teaching English media. International Journal of Bilingual Education and Bilingualism, 23(3), 263–276. https://doi.org/10.1080/13670050.2019.1620678
Macaro, E., Akincioglu, M., & Han, S. (2020). Secondary teaching of English in higher education: Teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 30(1), 144–157. https://doi.org/10.1111/ijal.12272
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2017). A systematic review of English media teaching in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/s0261444817000350
Manara, C. (2007). The use of L1 support: Teachers’ and students’ opinions and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178. http://journal.asiatefl.org/
Mohebbi, H., & Alavi, SM (2014). Teacher's use of the first language in the context of a second language learning classroom: A questionnaire-based study. Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 57-73. https://doi.org/10.5565/rev/jtl3.539
Moody, S., Chowdhury, M., & Eslami, ZR (2019). Postgraduate students' perceptions of translation. Teaching & Learning English, 43(1), 85-103. https://doi.org/10.1007/s42321-018-0019-z
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8. https://www.asian-efl-journal.com/june_2003_pn.pdf
Nazary, M. (2008). Role of L1 in L2 acquisition: Attitudes of Iranian university students. ROYAL, 2(2), 138-153. https://www.researchgate.net/publication/26544308_The_Role_of_L1_in_L2_Acquisition_Attitudes_of_Iranian_University_Students
Richards, J., & Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge, England: Cambridge university press. https://www.cambridge.org/core/books/approaches-and-methods-in-language-teaching/3036F7DA0057D0681000454A580967FF
Rivera, AJ, & Mazak, C. (2019). Pedagogical translation in a Puerto Rican university classroom: An exploratory case study of student beliefs and practices. Journal of Hispanic Higher Education, 18(3), 225-239. https://doi.org/10.1177/1538192717734288
Rolin-Ianziti, J., & Brownlie, S. (2002). The teacher uses the learner's mother tongue in a foreign language class. A Review of Modern Canadian Languages, 58(3), 402-426. https://www.utpjournals.press/toc/cmlr/58/3
Sahan, K. Rose, H., & Macaro, E. (2021). The EMI pedagogical model: At the interface of language use and interaction. System 101, 1-13. https://doi.org/10.1016/j.system.2021.102616. Article 102616.
Saville-Troike, M. & Barto, K. (2017). Introducing second language acquisition (3rd edition). Cambridge: Cambridge University Press. https://www.cambridge.org/id/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/introducing-second-language-acquisition?format=PB
Sharma, K. (2006). Use of mother tongue in English class. NELTA Journal, 11(1-2), 80-87. https://www.nepjol.info/index.php/NELTA/issue/view/214
Storch, N., & Aldosari, A. (2010). The use of the first language (Arabic) by students working in pairs in EFL classes. Language Teaching Research, 14(4), 355-375. https://doi.org/10.1177/1362168810375
Storch, N., & Wigglesworth, G. (2003). Is there a role for using L1 in the L2 setting?. TESOL Quarterly, 37(4), 760-770. https://doi.org/10.2307/3588224
Swain, M., & Lapkin, S. (2000). Task-based second language learning: First language use. Language Teaching Research, 4, 251-274. https://doi.org/10.1177/136216880000400304
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but…. A Review of Modern Canadian Languages, 57(4), 531-540. https://doi.org/10.3138/cmlr.57.4.531
Turnbull, M., & Arnett, K. (2002). Teacher use of the target and first languages in second and foreign language classes. Applied Linguistics Annual Review, 22, 204–218. https://doi.org/10.1017/S0267190502000119
Wang, D. (2019). Translating in Chinese foreign language classes: Attitudes and practices of students and teachers. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773
Wang, W., & Curdt-Christiansen, XL (2019). Translating in Chinese English bilingual educational programs: A university-class ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322-337. https://doi.org/10.1080/13670050.2018.1526254
Wong, MHR (2010). The effectiveness of using English as the only teaching medium in English classes: Student responses and improvement in English proficiency. Porta Linguarum, 13, 119-130. https://doi.org/10.30827/Digibug.31927
Yu, W. (2000). Direct method. In M. Byram (Ed.), Routledge's Encyclopedia of Language Teaching and Learning (pp. 176-178). New York: Route. https://www.routledge.com/Routledge-Encyclopedia-of-Language-Teaching-and-Learning/Byram-Hu/p/book/9781138709805
Bruen, J., & Kelly, N. (2014). Using L1 together to reduce cognitive load and anxiety levels in L2 classes. Journal of Language Learning, 1, 1-14. doi: https://doi.org/10.1080/09571736.2014.908405
Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 1-9. doi: 10.1016/j.system.2020.102273
Cook, V. (2001). Use the first language in class. Canadian Review of Modern Languages, 57(3), 402-423. http://www.viviancook.uk/Writings/Papers/L1inClass.htm
Creswell, JW (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. https://us.sagepub.com/en-us/nam/research-design/book255675
Critchley, M.(1999). Bilingual support in English classes in Japan: a survey of students' opinions on foreign teachers' use of l1. Language Teacher, 23(9), 10-13. https://jalt-publications.org/articles/24543-bilingual-support-english-classes-japan-survey-student-opinions-l1-use-foreign
Cummins, J. (2007). Language interactions in the classroom: From coercive to collaborative relations of power. Bilingual education and bilingualism, 61, 108. https://doi.org/10.21832/9781853596773-003
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman. https://www.amazon.com/Principles-Language-Learning-Teaching-Fourth/dp/0130178160
Dafouz, E., & Smit, U. (2020). ROAD MAPPING Secondary education in English at an international university. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-23463-8.
De la Campa, J., & Nassaji, H. (2009). Number, purpose, and reasons for using L1 in L2 classes. History of Foreign Languages, 42(4), 742-759. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1944-9720.2009.01052.x
Fang, F., & Liu, Y. (2020). 'Using all English is not always meaningful': Stakeholder perspectives on use of and attitudes towards language translation in Chinese universities. Lingua, 247, 1-18. https://doi.org/10.1016/j.lingua.2020.102959. Article 102959.
Gallagher, F. (2020). Considered in context: the EFL teacher's view of the classroom as a bilingual space and code-switching in a shared L1 and in a multilingual context. System, 91, 1-13. https://doi.org/10.1016/j.system.2020.102262
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell. https://www.wiley.com/en-gb/Bilingual+Education+in+the+21st+Century:+A+Global+Perspective-p-9781405119948
García, O., Johnson, SI, & Seltzer, K. (2017). Translation classrooms: Harnessing student bilingualism for learning. Philadelphia: Caslon. https://onlinelibrary.wiley.com/doi/10.1002/tesq.401
Graham, K.M, & Eslami, Z.R (2019). Attitudes to EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8-31. https://doi.org/10.1075/lplp.00030.gra
Graham, K.M, & Eslami, Z.R (2020). Translation as an act of ethical concern in the English Medium Instruction class. In CC Lin, & C. Zaccarini (Eds.), Internationalization in action: Harnessing diversity and inclusion in the global classroom (pp. 9-27). Peter Lang Publishers. https://www.amazon.com/Internationalization-Action-Leveraging-Globalized-Classrooms-ebook/dp/B0893GSWHJ
Graham, K.M, Eslami, Z. R & Hillman, S. (2021) From English as the medium to English as a medium: Perspectives of EMI students in Qatar. System, 99, 1-13., https://doi.org/10.1016/j.system.2021.102508. Article 102508.
Hall, G., & Cook, G. (2013). Own language use in ELT: exploring global practices and attitudes. ELT Research Papers, 1-49. British Council, London. https://www.teachingenglish.org.uk/sites/teacheng/files/C448%20Own%20Language%20use%20in%20ELT_A4_FINAL_WEB%20ONLY_0.pdf
Hillman, SK, Graham, KM, & Eslami, ZR (2019). Teacher translation practice at international branch campus in Qatar. Teaching & Learning English, 43(1), 41-63. https://doi.org/10.1007/s42321-018-0015-3
Hu, G., & Lei, J. (2014). English-secondary teaching in Chinese higher education: A case study. Higher Education, 67, 551–567. https://doi.org/10.1007/s10734-013-9661-5
Islam, MM (2013). Secondary teaching of English at a private university in Bangladesh. Indonesian Journal of Applied Linguistics, 3(1), p. 126-137. https://doi.org/10.17509/ijal.v3i1.195
Jing, Y. & Kitis., E.D. (2023). Pedagogical translanguaging in the primary-school English-L2 class: a case-study in the Chinese context. Journal of Multilingual and Multicultural Development, 1(1), pp.1-8. https://doi.org/10.1080/01434632.2023.2173213
Johnson, RK, & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap at the end of immersion. Language and Education, 8(4), 211-229. https://doi.org/10.1080/09500789409541392
Kim, Y., & Petraki, E. (2009). Student and teacher use and attitudes toward L1 in EFL classrooms. Asian EFL Journal, 11(4), 58-89. https://www.asian-efl-journal.com/main-editions-new/students-and-teachers-use-of-and-attitudes-to-l1-in-the-efl-classroom/index.htm
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.li https://www.amazon.com/Techniques-Principles-Language-Teaching-Larsen-Freeman/dp/0194423603
Lightbown, P., & Spada, N. (2013). How language is learned (Fourth ed.). Oxford: Oxford University Press. https://www.amazon.com/How-Languages-are-Learned-4th-ebook/dp/B00BHHIYBC
Macaro, E. (2001). Analyzing teacher-student code-switching in foreign language classes: Theory and decision-making. Journal of Modern Languages, 85(4), 531-548. https://www.jstor.org/stable/1193074
Macaro, E. (2018). English media instructions: Content and language in policy and practice. Oxford: Oxford University Press. https://www.amazon.co.uk/English-Medium-Instruction-language-Linguistics/dp/0194403963
Macaro, E. (2020). Exploring the role of language in teaching English media. International Journal of Bilingual Education and Bilingualism, 23(3), 263–276. https://doi.org/10.1080/13670050.2019.1620678
Macaro, E., Akincioglu, M., & Han, S. (2020). Secondary teaching of English in higher education: Teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 30(1), 144–157. https://doi.org/10.1111/ijal.12272
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2017). A systematic review of English media teaching in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/s0261444817000350
Manara, C. (2007). The use of L1 support: Teachers’ and students’ opinions and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178. http://journal.asiatefl.org/
Mohebbi, H., & Alavi, SM (2014). Teacher's use of the first language in the context of a second language learning classroom: A questionnaire-based study. Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 57-73. https://doi.org/10.5565/rev/jtl3.539
Moody, S., Chowdhury, M., & Eslami, ZR (2019). Postgraduate students' perceptions of translation. Teaching & Learning English, 43(1), 85-103. https://doi.org/10.1007/s42321-018-0019-z
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8. https://www.asian-efl-journal.com/june_2003_pn.pdf
Nazary, M. (2008). Role of L1 in L2 acquisition: Attitudes of Iranian university students. ROYAL, 2(2), 138-153. https://www.researchgate.net/publication/26544308_The_Role_of_L1_in_L2_Acquisition_Attitudes_of_Iranian_University_Students
Richards, J., & Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge, England: Cambridge university press. https://www.cambridge.org/core/books/approaches-and-methods-in-language-teaching/3036F7DA0057D0681000454A580967FF
Rivera, AJ, & Mazak, C. (2019). Pedagogical translation in a Puerto Rican university classroom: An exploratory case study of student beliefs and practices. Journal of Hispanic Higher Education, 18(3), 225-239. https://doi.org/10.1177/1538192717734288
Rolin-Ianziti, J., & Brownlie, S. (2002). The teacher uses the learner's mother tongue in a foreign language class. A Review of Modern Canadian Languages, 58(3), 402-426. https://www.utpjournals.press/toc/cmlr/58/3
Sahan, K. Rose, H., & Macaro, E. (2021). The EMI pedagogical model: At the interface of language use and interaction. System 101, 1-13. https://doi.org/10.1016/j.system.2021.102616. Article 102616.
Saville-Troike, M. & Barto, K. (2017). Introducing second language acquisition (3rd edition). Cambridge: Cambridge University Press. https://www.cambridge.org/id/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/introducing-second-language-acquisition?format=PB
Sharma, K. (2006). Use of mother tongue in English class. NELTA Journal, 11(1-2), 80-87. https://www.nepjol.info/index.php/NELTA/issue/view/214
Storch, N., & Aldosari, A. (2010). The use of the first language (Arabic) by students working in pairs in EFL classes. Language Teaching Research, 14(4), 355-375. https://doi.org/10.1177/1362168810375
Storch, N., & Wigglesworth, G. (2003). Is there a role for using L1 in the L2 setting?. TESOL Quarterly, 37(4), 760-770. https://doi.org/10.2307/3588224
Swain, M., & Lapkin, S. (2000). Task-based second language learning: First language use. Language Teaching Research, 4, 251-274. https://doi.org/10.1177/136216880000400304
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but…. A Review of Modern Canadian Languages, 57(4), 531-540. https://doi.org/10.3138/cmlr.57.4.531
Turnbull, M., & Arnett, K. (2002). Teacher use of the target and first languages in second and foreign language classes. Applied Linguistics Annual Review, 22, 204–218. https://doi.org/10.1017/S0267190502000119
Wang, D. (2019). Translating in Chinese foreign language classes: Attitudes and practices of students and teachers. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773
Wang, W., & Curdt-Christiansen, XL (2019). Translating in Chinese English bilingual educational programs: A university-class ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322-337. https://doi.org/10.1080/13670050.2018.1526254
Wong, MHR (2010). The effectiveness of using English as the only teaching medium in English classes: Student responses and improvement in English proficiency. Porta Linguarum, 13, 119-130. https://doi.org/10.30827/Digibug.31927
Yu, W. (2000). Direct method. In M. Byram (Ed.), Routledge's Encyclopedia of Language Teaching and Learning (pp. 176-178). New York: Route. https://www.routledge.com/Routledge-Encyclopedia-of-Language-Teaching-and-Learning/Byram-Hu/p/book/9781138709805