Although the use of L1 had been disapproved in ELT for many years, recently ELT professionals started questioning the effectiveness of the “English-only” policy. Yvonne and David Freeman state that L1 use is a powerful scaffold in the learning process. Jenkins states that bilingualism is a norm in the modern world, consequently using L1 in the classroom reflects real-life conditions and makes the learning process more authentic (Jenkins, 2012). The research aims to identify the impact of L1 use. The study focuses on the observation of language and content classes at a private university in Uzbekistan. The classes were divided into 3 groups- Content (EMI), ESP and General English. The students are monolingual (Russian or Uzbek as L1) or bilingual in the abovementioned languages. The research included the creation of an observation form and observation of 12 classes (4 per teacher). Then the results were analysed and categorised according to the following uses of L1: scaffold, content; rapport; instructions; and others. The results show that in Content classes L1 is used more often to refer to the notions covered during the lessons; while in ESP and GE classes L1 is used to check instructions and provide a scaffold. Rapport was a common cause for L1 use in all types of classes.
Kerr (2015) ‘The learner’s own language’ (Explorations in English Language and Linguistics 3.1(2015): 1-7 [Last accessed 22/08/2019] Y. &D. Freeman (2017) What is translanguaging in the classroom? (hmhco.com) [Last accessed 12.02.2024]

Authors:
Elina Tovmasyan, Kimyo International University in Tashkent, Uzbekistan
Dilfuza Tursunova, Kimyo International University in Tashkent, Uzbekistan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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