The UK National Curriculum for modern languages for A broadДistinction can be made between external goals that relate to actual second language (L2) use outside the classroom and internal goals that relate to the educational aims of the classroom Preliminary assumption is that language teaching has many goals. The issue of the L1 itself is pertinent to all foreign language teaching. While some of the diverse aspects of teachingДЄnd learning that are discussed here may be peculiar to particular situations, Paper is written from a background in English as a Foreign Language (EFL) and L1 and it describes some of the different ways in which the L1 may be used It outlines teaching methods that actively employ the Teachers or students to use the L1 latent in most teaching methods, it examines Starting from the current reluctance to allow Teaching for over a hundred years, namely the systematic use of the first Paper suggests it is time to open a door that has been firmly shut in language The first languageД¬an be a useful element in creating authentic L2 users rather than something to To organise the class, and for the students to use as part of theirД¬ollaborative learning and of their individual strategy use. Of employing the L1, for the teacher to convey meaning and explain grammar and Treating the L1 as a classroom resource opens up ways L1 and L2, such as the New Concurrent Method, Community Language Learning andДodson's Bilingual Method. The L1 has already been used inДЄlternating language methods and in methods that actively create links between Incompatible with use of the first language. Maximising the second language exposure of the students, laudable but not Rest on a doubtful analogy with first language acquisition, on a questionableД¬ompartmentalisation of the two languages in the mind and on the aim of The re-examination of the time-honoured view that the first language should beДЄvoided in the classroom by teachers and students.

Using the First Language in the Classroom

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