Examining Pre-service ESL Teacher Beliefs: Perspectives on First Language Use in the Second Language Classroom

Abstract

Although research into the use of the first language (L1) in second language (L2) learning has grown in strength in recent years, the majority of ESL teacher-training courses still provide little to no information regarding L1 use in L2 teaching. This paper investigates the perspectives of pre-service ESL teachers regarding the use of the L1 in L2 learning, the potential reasons underpinning these views, and what, if any, further education is needed in ESL teacher training courses regarding L1 use in the L2 classroom. The results of this study suggest that, although the pre-service teacher participants were accepting of L1 use at times, their acceptance was limited, implying a lack of a complete understanding overall. The author recommends ESL teacher-training courses equip future teachers with more information regarding L1 use in L2 learning so that they can to make their own informed decisions on effective L1 use in their classrooms.