For bilingual teachers – such as non-native English speakers teaching in their own country – the question is how, and how much, to use the L1 they already know. For native English speakers, it’s whether learning and using the students’ language is necessary or helpful. Either way, understanding when and how to use L1 in class – and when to avoid it – is a key part of being an effective teacher.
Why is this an issue?
Most TEFL training courses, including the CELTA and Trinity TESOL, are designed around the principle of immersion: teaching entirely in English from the very first lesson. This “English-only” approach has clear benefits – it maximises exposure to the target language (L2) and creates a natural context for learning, as discussed by Harmer (2015) in his overview of communicative teaching principles.
However, many teachers – especially bilingual teachers working in their own countries – already share their students’ L1. Even native English speakers living abroad often find it practical, and sometimes necessary, to learn and use the students’ language. The question is not whether you can use the L1, but how to use it judiciously, without undermining English immersion.
The case for using students’ L1
There are several advantages to knowing and (carefully) using your students’ L1, or being bilingual in English and their language:
- It helps you empathise with learners.
Having learned another language yourself, you understand what it feels like to struggle with vocabulary, grammar, and confidence. Research suggests that bilingual teachers tend to be more patient, understanding, and effective at scaffolding learning, thanks to their own experience as language learners (Medgyes, 1994). - It helps you understand and correct common errors.
Understanding your students’ L1 helps you anticipate common mistakes they make in English due to L1 interference – when patterns from their first language carry over into their English (L2), such as using native sentence structures or false cognates. This awareness allows you to design activities that target those specific areas. - It helps learners feel understood and supported.
Speaking your students’ language – even minimally – shows respect for their culture and helps you connect. For learners who are anxious or have limited English proficiency (LEP), hearing a little of their own language can reduce stress and build confidence. Krashen and Terrell (1983) describe this as lowering the affective filter, which in turn makes learners more receptive. - It saves time when it matters.
In certain situations, trying to explain something entirely in English can waste precious class time – especially at beginner level. Translating a word or phrase quickly when there’s a clear one-to-one equivalent can keep the lesson moving and prevent frustration. This is particularly effective when learners encounter abstract lexis, idioms, or grammar points that can’t easily be elicited or demonstrated. - It can aid classroom management and administration.
When explaining administrative procedures, test instructions, or other critical matters, using L1 ensures understanding. This is particularly important with low-level learners who lack the vocabulary to comprehend instructions fully in English. - It helps remedial and repeat learners
Students who have failed a course or struggle with traditional methods often benefit from a more flexible approach, including occasional L1 use. This allows you to adapt explanations and feedback to their needs and learning styles, as Gardner’s (1983) multiple intelligences theory suggests. - It supports dynamic classroom activities
In fast-paced games, TPR activities, or group work, quickly translating a tricky word or concept can help maintain momentum and keep the activity fun and effective. Similarly, when students bring in authentic materials – such as song lyrics, movie quotes, or idioms – brief translation or explanation in L1 can help learners engage more deeply.
The risks of overusing L1
While there are clear benefits, relying too heavily on L1 can have significant downsides:
- It can become a crutch.
If students know you understand and speak their language, they may default to using it rather than trying to express themselves in English. This can reduce their willingness to take risks and practise in the target language. - It can undermine immersion.
One of the key benefits of an English-only classroom is that students are forced to listen, think, and communicate in English – which is critical for developing fluency. Overuse of L1 reduces the amount of meaningful L2 input students receive and slows their progress. - It can exclude others.
If you’re teaching in a multilingual or mixed-nationality class, using the L1 of one group of learners can alienate others who don’t share that language, and disrupt the group dynamic. - It can affect your own English.
While this is less about classroom use and more about long-term immersion in an L2 environment, it’s worth noting: teachers who live in an L2 environment for many years sometimes experience reverse language interference (also called backward transfer). Over time, your native English may be subtly influenced by the local language, leading to unnatural phrasing, sentence structures, or word choices. Be mindful of this in the classroom.
How much L1 is too much?
A general guideline, suggested by Atkinson (1987), is to keep L1 use below around 5% of class time – with 95% of communication still happening in English. This isn’t a hard-and-fast rule, but rather a benchmark to help maintain an English-focused classroom while allowing occasional, strategic use of L1 when it genuinely benefits learning or keeps activities flowing smoothly. Teachers can adapt this balance depending on their learners’ level, needs, and context.
Examples of effective, limited L1 use
Here are some specific examples of situations where limited, intentional use of L1 can enhance learning without compromising immersion:
- Allow students to ask: “How do you say ___ in English?” – but expect them to use the English once given.
- In TPR or communicative games, use L1 to explain rules quickly and keep energy high.
- Use L1 sparingly to explain why certain English words or phrases are incorrect or inappropriate.
- Use L1 judiciously to explain idioms, cultural references, and slang in authentic materials like films or songs.
- When a student produces incomprehensible English, invite them to say it in L1 so you can help them reformulate it correctly in English.
Best practices: a balanced approach
Being bilingual or having some command of your students’ L1 is not inherently good or bad – it depends on how you use it. Many schools and teachers choose to maintain an “English-only” classroom wherever possible, while using the students’ language sparingly and strategically when it genuinely supports learning. Here are some guidelines:
- Use your students’ language sparingly in class – and only when it genuinely helps learners without undermining immersion.
- Make clear from day one that English is the language of the classroom.
- Use your knowledge of the students’ L1 to inform your lesson planning and anticipate potential difficulties.
- Learn the local language for use outside the classroom and for your own personal and professional growth.
- Always maintain your own English proficiency – read, write, and speak English at a high level daily.
Final thoughts
Speaking your students’ language – or even just showing that you’ve made an effort to learn it – can be a valuable tool for building rapport and understanding your learners better. It’s not a requirement for TEFL, but it can certainly enrich your teaching practice if you approach it thoughtfully.
The best teachers strike a balance: they maintain an English-only classroom wherever possible, but they use their awareness of the students’ L1 and culture to support learning in subtle, effective ways.
As ELT professionals, anything we can do to develop our own skills – linguistic, cultural, and interpersonal – ultimately makes us better teachers.
Whether you’re a native English speaker considering learning your students’ L1, or a non-native teacher already working in your own community, the key is balance. Being bilingual can be a real asset when used strategically – but maintaining an English-focused classroom is still crucial for your learners’ success.
Have you found speaking your students’ language helps – or hinders – your teaching? Share your experience in the comments below.
References
- Atkinson, D. (1987), The Mother Tongue in the Classroom. ELT Journal, 41(4), 241–247.
- Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
- Harmer, J. (2015), The Practice of English Language Teaching (5th ed.). Pearson.
- Krashen, S., & Terrell, T. (1983), The Natural Approach: Language Acquisition in the Classroom. Pergamon.
- Medgyes, P. (1994), The Non-Native Teacher. Macmillan.
23 comments
Eveline
PROS on more languages:
Here in Switzerland speaking more than two languages, is a must. Switzerland has four official languages, German, French, Italian and Romansch (Latin based) with also very many foreign workers and now English is the official second language of the country which is taught in schools from an early age onwards. There may be a little snobbery involved but definitely a plus point if you are able to speak more than two languages. Trying to explain our English tenses and giving examples in one of their languages – so that the students have a clearer understanding on how and when it is used, is a clear advantage. They can then refer to it, or in some cases accept that it doesn’t exist in their spoken language. But it is something they can ‘hold on to’ when explained to them.
Claude
The future of language teaching is compound bilingualism. The myth of monolingual native speakers is just about over.
Roberto
You are quite right Claude, yet many language schools brag about selecting ‘native’ speakers only. Narrow minded approach in my humble opinion.
Rosemary
I have studied two languages. At the present time I am teaching English to an American woman. Because she knows I understand Spanish, she does not make the effort she should to learn English – she insists on translating English to Spanish mentally and then translates back to English, which of course does not translate correctly.
I am also teaching two Chinese students – I cannot speak their language and they are making great strides in English, the reason being that they have to study, without help from me in Chinese.
I have taught in other countries and also found having no knowledge of the native language my students seem to progress quicker.
Jayne
Super article about a very controversial subject. I must vote for the bilingual side. Yes, learning a L2, as a teacher of my L1, has given me extra skills of the understanding, perseverance and determination required to build the path. Also, knowing the rewards and benefits of learning a new language and the logistics involved when the new language is used in immersion situations. The real deal. Those of you that fall victim to the lazy students who insist on relying on their baby language native tongue, just stand by your guns! Show them that they are building a “new language LIFE”…
Roger
I am teaching in Thailand. I am learning the language as best I can – it is difficult to find committed Thai teachers here. Nonetheless, my partial knowledge helps me to understand the differences between Thai vowels and English vowels, and is a definite aid in teaching the Thais to produce the English vowels. They have some which we do not, and vice versa.
A second point: I get great respect for trying to learn the language. Respect is a major cultural factor here. No matter how badly I do, the fact that I try is respectful! Conversely, my best students are the ones who try hardest, not the most skilful: this is an attitude I can understand.
Thirdly, my feeble attempts in front of the students have brought welcome laughter: an excellent ice-breaker. Do not spurn the clients language – it is a teaching tool along with all the others. Just don’t rely on it…
Chris
I have lived and worked in Japan for the last 8 years. Having become relatively fluent in Japanese myself I can say that it is true that you tend to lose proficiency in your native language while at the same time your second language skills become better. As for using the L2 in the classroom. In my case I work in and elementary school, without assistance from any other native Japanese speaking teachers. Although the idea of teaching solely in English sounds good, practically speaking it is almost impossible. I find that relating rules to games and explaining some speaking points in the students L1 is essential for their understanding. I have a 40 minute class in which I am expected to to relay a certain amount of information and aid the students progress through their English curriculum. If I cannot use Japanese in the classroom then I would spend more than half of my class explaining rules and the children would be left with little speaking and activity time.
I agree that used in excess the students L1 can become a crutch in the classroom and impede the learner’s performance in learning the L2. However, I believe that students who enjoy the second language experience understand that their improvement in the L2 depends on the amount that they use the L2 both inside and outside the classroom. Students who take advantage of the opportunity to speak English progress quickly, regardless if some limited L1 is used in their class. If a students puts forth the time and effort to learn the language he or she will be successful.
Guillaume
I am a Cambridge CELTA qualified English teacher, I am also a high school graduate in Applied Languages, I am French and teach English in China. I speak 4 languages but use only English in the classroom, the others languages I use sometimes when explaining vocabulary. I am learning Chinese too to understand the syntax and the logic of the language so I understand my students’ mistakes better. I practise all my languages whenever I can, making sure I don’t lose fluency in any of them. Learning the language of the country you are in is not compulsory but I think it helps, and on a personal point, it’s very enriching. Funnily enough I don’t want to teach people with whom I share the L1.
Lesley
I am an English person living in Quebec and I teach English to francophones. It definitely helps that I speak French because it helps me to understand the mistakes that they make. I can therefore anticipate their mistakes and present the vocabulary, grammar or pronunciation that they need in order to not make those mistakes. I can explain to them the whys and why nots in their own language, which is a short cut, instead of them having to go through lots of examples to discover for themselves. If I explain an activity in English and they don’t understand, they will do it wrong which leads to frustration, not learning. I teach many levels privately and also primary school. At school I resist speaking French, but discipline would be impossible in English, which they are only just beginning. However, it takes great discipline on my part to not slip into French and the advantage of speaking French is less evident at this level.
Robert
Yes, it certainly helps if you know your students’ language. I was brought up bilingual. It makes teaching English much easier. Only speaking English to beginners produces a lesson which is 90% confusion and 10% learning – if that! There’s nothing wrong with explaining grammar in the students mother tongue.
Michael
Everyone must be allowed to speak their own language. They find safety in it as well as being able to feel at home with the nuances and connotations of their own language. This “English only” is part and parcel of what is implied in English culture…. “we know what is best for you foreigners”. I know from long experience that just as most Chinese will long to eat rice they also long to speak their own native language as if it is necessary for their inner soul. The same with subtitles on DVDs. Let them choose what subtitles they want to begin with.
Mark
The National Institute of Health (USA) recommends mostly L1 until finally reaching a 50:50 ratio around age 12.
Ganti
A very useful and enlightening article. As a teacher in Malaysia which has 3 main communities speaking various mother tongues, I have always been faced with the decision of whether to resort to mother tongue translation when explaining things in English. Though I feel it does aid in learning, I think we should not make a habit of it as learners may become dependent on translation.
Stefan
I taught ESL intro, and advanced ESL for one semester each in an enforced English only environment, and took an EFL course in Europe. My experience is that instructions are best done in L1, and since the advanced course was a polyglot having a dictionary from every language was invaluable.
Frank Lee
Here in Thailand, ESL teaching where L1 is officially banned is pushed by the govt. and the industry as the only proper way to teach this subject because far less than 1% of English teachers have a good command of L1 (so the industry criticizes what it can’t supply) and Thai governments (for political reasons) don’t actually provide a modern education, only schooling in what to think rather than how to think. However, I have persevered with EFL methods because, for many of the reasons cited above, they are far more effective and classes are far more enjoyable. Sadly, at present perhaps only one per cent of students here who complete 12 years of govt. schooling have sufficient basic English communication skills to confidently approach English speakers. Of course, the industry’s well paid apologists and govt. propagandists will try to convince you otherwise, but the truth is abundantly clear to all who wish to see.
Daphne
I agree completely with what is mentioned in the article. I am a teacher trainer and the teacher trainees I supervised when they are doing their practicum training constantly use L1 in teaching English in Malaysian public schools. Here, English is the second language but the trainees as well as the students they teach frequently fall back to L1 in several of the instances that you mentioned in your article. I’d really appreciate if you can recommend some references on this topic as I am thinking of conducting a research on the use of L1. Thank you.
Brahim
I think that the use of L1 in an EFL context is a big issue that raised debatable questions among scholars and researchers all over the world. I say that using L1 in teaching English is relevant in some cases and not in others. It can be used to facilitate the learning process and make learners understand things easily, but it causes interference and slows fluency.
Ed Nicholson
L3, L4 and multilingual groups have been mentioned little and with language teaching there is clearly an ever increasing complexity as both students and teachers’ studies become more advanced. Many of us relish the increasing diversity of thought. However, in most language classrooms there are small groups of individuals who gradually develop learning relationships together and as a result we share intellectual and cultural knowledge. This is mostly subconscious and therefore natural. We learn about our fellows’ cultural/social, educational and working backgrounds, our ‘baggage’ from beyond the classroom. If a teacher has a group of students for more than a few minutes or hours then he or she has a duty to develop knowledge of each of his students’ personal backgrounds, their identities.
As language is a tool of our cultural selves, with time any and every teacher must develop knowledge of his students’ cultures, and every student has a distinct identity and therefore a distinct culture. A teacher who has no use of his students’ languages has no knowledge of the representation of his students’ culture and identity and therefore he or she, the teacher, will be an impersonal, distant and apparently robotic or alien being towards his or her students. With no knowledge of students’ L1 the teacher represents his or her culture in an inappropriately arrogant manner.
As to whether using students’ L1 in the classroom is appropriate or not depends on the diversity of languages that the students in your class actually possess. I am tempted to write goodbye in umpteen world languages and as there is a diverse readership I shall favour none other than my L1.
Cheerio
Eric
As someone who is studying for a TEFL certificate currently, I have to take the bi lingual side. My reasoning is mainly based on the fact that I am intending to teach at a school that a friend of mine works at in Nicaragua. The first thing I did, before I even looked into what I would need to do for licensure is to learn spanish by attending a Spanish Immersion school here in the states. I did this for the purpose of both learning spanish to help adapt to my new community when I move, and also for the experience of what it is like to learn in an immersion environment when your L1 will not be spoken. This has made all the difference in my understanding of the job as well and I’m excited to get out there and see what I can learn as much as what I can teach.
I also understand that I have no formal experience in this field and that my opinion may change within a year or two of working full time in the same environment.
Ketan Hein
Great article! I have been living and teaching EFL in South Korea for the past eight years now. I think it’s a must to attempt to learn a foreign language if you plan to teach EFL/ESL. I have become relatively fluent in Korean and try to study and practice more as I have time. In learning a language yourself, you’re able to empathize with your students as they try to learn English. As the article says, teachers can also plan more effective lessons for their ELLs since they (the teacher) are learning a second language, too.
Benoit de Pontaven
I think English only is absolutely bonkers. Where I have seen it used over the course of a term, generally, it causes more problems than it solves, you find the least confident students just don’t say anything, the low level students who can’t work things out from context stay further behind than they already are and for teaching abstract concepts to people at A1/A2 level it’s a nightmare. There are other ways you can get people to speak other than a total ban, i.e you can have a card system, i.e an English card for when we speak English and an L1 card you show for when you speak L1. The research doesn’t support that it’s the most effective way to learn, most studies I have read show that allowing L2 gives you better results overall.
There are lots of smart ways you can use translation and often you can use L1 to explain the cultural background of something you are teaching effectively, to draw interest and then go into the material.
EAR CHANDY
I have been teaching English for four years in Cambodia, but it is in rural areas. All my students are lack of English background, and i am responsible for Bilingual program. But my students cannot use English better they follow what i taught them.
if you don’t mind please guide me how to teach bilingual program more effectively.
Roberto
Leaving aside the discrimination issues related to schools offering jobs to so called ‘native’ speakers only – passports worth more than qualifications – bilingual teachers can be as good as mother tongue ones as their mastery of two (or even more) languages allows them to sympathise with learners easily. On top of that, learning more languages – and therefore more about different cultures – really helps to open one’s mind which is definitely a plus any job should someone engage in.