Attributes of (L1) Role and Usage in the Teaching-Learning of (L2): A Case Study of Arabic as (L1) in the Teaching-Learning of English as a Foreign (L2)
Author: Jabsheh, Abd-AL-Hameeed Mustafa
Date: 2020-09-00
Type: Journal Articles
Subjects: Native Language,Language Role,Second Language Learning,Second Language Instruction,English (Second Language),Semitic Languages,Teaching Methods,Learning Processes,Language Teachers,Teacher Student Relationship,Linguistic Input,Language Usage,Preferences,Language Attitudes,Teacher Attitudes

The role and usage of (L1) in the teaching-learning of (L2) has been a controversial issue between supporters and opponents of such a role and usage, without reaching a settled conclusion, and without, as far as the researcher knows, defining the attributes, setting up limits and boundaries, providing a scope, and spotting any referential point, but rather approaching the issue in a general sense and an unbounded purview. Accordingly, the aim of this study was to investigate the attributes related to the role and usage of (L1) in the teaching-learning of (L2), and to explore the case of such role and usage in regard to Arabic as (L1) in the teaching-learning of English as a foreign (L2). To achieve the purpose of this study and to answer its questions, the researcher followed a qualitative analytical approach that was applied on the available related literature which was presented and arranged in an approximate chronological order. Findings of this study confirmed the existence of a state of debate and controversy dealing with the issue, and proposed this debate and uncertainty to be a direct side-effect to the absence of any endeavor to define those attributes that are related to such a role and usage of (L1) in the teaching-learning of (L2); this process of defining the attributes may act as a reference point and a beacon to which the attention of teachers, educators, and education planners can be anchored and be oriented towards; this process of anchoring and orientation can yield and ideal chance to exploit this role and usage as maximum as possible, and, on the other hand, may establish a middle area of understanding concerning the strong and weak points of both supporters and opponents so as to foster an important facet of development. In regard to the role and usage of Arabic as (L1) in the teaching and learning of English as a foreign (L2), findings of this study, and in accordance with the available related literature, indicate that the same state of controversy exists within an Arabic setting where English is taught and learnt as a foreign language, without also reaching a closing stage. In addition, findings of this study indicate that the role and usage of Arabic as (L1) in the teaching-learning of English as a foreign (L2) is allowable and admissible because of some justifying reasons and excusable rationales. Findings of this study also indicate that some Arabic teachers use Arabic as (L1) while teaching English as a foreign (L2) in a way to evade problematic teaching-learning situations, and as a direct response to the preferences of the students who, normally, prefer bilingual teachers. Findings of this study also indicate that any role and usage of (L1)--whether it is Arabic or any other native language--in the teaching-learning of (L2), though it is allowable, justifiable, and admissible, should be judicious, calculated, and limited in order not to negatively affect the authenticity and purity of the input and exposure of (L2). As a result, this study concludes that the attributes for the role and usage of (L1) in the teaching-learning of (L2) can be best described as to be utterly pragmatic, expedient, instrumental, and quite feasible. Accordingly, this study came up with various related recommendations.