Compelling Reasons for L1 Use in ESL Classrooms; a Study of the Perspective of Teachers in Schools of Kegalle

Abstract

The use of the first language (L1) to teach English as a second language (L2) has been a subject of controversy over the years. The present study aimed to identify the reasons which compelled the teachers to use L1 in ESL teaching, based on teachers’ perspectives. The primary data were collected from fifteen teachers, teaching grades 10 and 11, from six government schools of the education division of Kegalle. Data were collected through interviews and were analyzed using Thematic Analysis Method. According to the findings L1 was used to facilitate students with different proficiency levels, to facilitate students from low socio-economic backgrounds, to overcome anxiety related issues and also to facilitate the teaching- learning process by making it more efficient but with the ultimate motive of meeting the demands of the authorities to make the students pass the O/L examination. According to the study, the teachers’ insufficient knowledge in ELT methods is one of the major reasons that compelled the use of L1. According to the study the teachers do not always use L1 for accepted reasons in literature. For them, it was not a "strategy" but a last-minute "option". It was clear that the education authorities have a great responsibility towards the ESL teachers, to give them necessary methodological, strategic knowledge in pre – and in-service training. The exam-oriented mindset should be changed starting from higher officials. Further classroom realities such as learner diversity should be taken into consideration in making policy guidelines and making improvements in the sector.