Abstract:
The role of students’ first languages (L1s) in English as a Second Language
(ESL) classrooms has long been a subject of debate. While some argue that
exclusive English use enhances language acquisition through maximum
exposure, others emphasize the benefits of incorporating students’
L1s to facilitate comprehensible input, engagement, and willingness to
communicate. In multilingual classrooms, however, the use of L1s presents
unique challenges, particularly when students speak diverse first languages
and teachers lack proficiency in all of them. Given the increasing linguistic
diversity in university ESL classrooms, this exploratory study investigates
teachers’ perceptions and classroom practices regarding the use of students’
L1s in multilingual ESL settings at state universities in Sri Lanka. The study
employs a mixed-methods approach, combining quantitative data to identify
general trends with qualitative insights for a deeper understanding. Data
were collected through a semi-structured online questionnaire followed by
open-ended interviews with university ESL teachers who had completed
the questionnaire and volunteered to participate in the interviews. The
quantitative data from the questionnaire were analyzed using frequency
analysis and cross-tabulation in SPSS while the qualitative data was
subjected to thematic analysis. Subsequently, those findings were explicitly
clarified with examples, while also making further insights, through the in-
depth, thematic analysis of data gathered through interviews. The analysis,
as a whole, draws from psycholinguistic, sociolinguistic, psychosocial, and
multilingual theoretical perspectives. Findings indicate that teachers’ attitudes
toward L1 use are influenced by the multilingual nature of their classrooms.
Many teachers adhere to a monolingual ‘English-only’ ideology, opposing
L1 use in principle, yet in practice, they often rely on at least one L1 to
facilitate instruction. Teachers also employ various pedagogical strategies
when integrating students’ L1s to support language learning while preserving
learners’ linguistic identities. Additionally, most teachers recognize the
importance of ESL educators having some proficiency in the Second National
Language (2NL) to accommodate students from different ethnolinguistic backgrounds. The study underscores the need for initial teacher training and
continuous professional development to address the realities of multilingual
ESL classrooms at the university level. Based on these findings, the study calls
for a critical re-evaluation of classroom language policies by teachers and
curriculum developers, emphasizing that language choices can act as both
tools of inclusion and exclusion. The study provides insights for teachers,
policymakers, and other stakeholders, advocating for explicit classroom
language policies that enable teachers to integrate students’ L1s effectively
without hesitation or guilt.
