The use of L1 in students’ English learning materials

ABSTRACT

While studies on the use of L1 in the classroom have proven beneficial for language learning, studies on the use of it in English learning materials (ELMs) are rare. This paper explores how and why the Indonesian language (L1) is used in ELMs and how teachers perceive its use in ELMs. Nine English textbooks and modules were analyzed, while two textbook and module authors were interviewed. A questionnaire was distributed to reveal English teachers’ attitudes toward the use of L1 in ELMs. It was found that all ELMs used L1 as part of their delivery approach, mainly in their front matters. Principal texts mostly use English, but L1 is often used to introduce new meanings, and when the ELMs are written for independent use to facilitate the students’ understanding, and to follow the regulations. ELMs authors believe that the use of L1 is positive but they should be used appropriately.

KEYWORDS:

• Translanguaging
• textbooks
• native speakerism
• plurilingualism
• front matters

Acknowledgements

The author would like to thank the respondents who kindly participated in responding to interview questions and those who responded to the online questionnaire.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The work was supported by  Universitas Pendidikan Indonesia.