Gap in Learning: Readdressing L1 as a means of Instruction in ESL classroom at Tertiary Level

Abstract

Many language professionals and theorist of second language acquisition have believed and propped up that the use of first language or mother tongue L1 has an indispensable role and facilitates the learning process of second or foreign language L2. Though, there is a common maxim that second/foreign language should be taught only in that language which is also considered as an ideal approach to teaching the language, on the other hand, there is an endless debate over the usage of L1 in the L2 class for centuries in the field of English Language Teaching. However, we cannot dissociate ourselves from the limited English proficient students or English language learners (ELLs) who are in the beginning stage of learning the second language in this case, is English only always retained? Even if the student cannot understand the concept or difficult meaning or phrases and vocabulary etc. Hence, this paper will attempt to examine the ‘judicious’ usage of L1 in the L2 class for giving instruction and checking out the comprehension of the student and translation activities that the teacher can give in the ESL/EFL class. It concludes that there is always a necessity of L1 in the L2 class at the tertiary level and to what extent L1 can be used in the ESL class and their limitations with the support of theories and literature.