Abstract
This chapter investigates the beliefs and perceptions of Moroccan EFL university students and professors towards the use of L1 in the multilingual English classroom. It also delves into how such L1 use is enacted into the classroom depicting when and for what purposes. This study was of a mixed method using both qualitative and quantitative approach. For this purpose, two different instruments were employed to collect the relevant data: an interview and a questionnaire. Subjects of the study consist of 476 randomly selected EFL university students and a sample of 20 EFL university professors. Results show that though the attitudes of the teachers and the students about using L1 were different, still, all participants assumed having used L1 for specific reasons.
TopIntroduction
The subject of L1 use in target language classrooms has been the object of debate among practitioners of second and foreign language teaching. As second/foreign language learners are actually speakers of at least one more language, student use of L1 remains a core feature of second/foreign language (L2) or target language (TL) classrooms, making the L1 almost impossible to eliminate. Despite increasing literature supporting the L1 as playing instrumental cognitive and affective roles that enhance L2 or TL learning, the English-only approach has been preferred and prescribed by both official and non-official policies in English Language Teaching (Adinolfi, & Astruc, 2017).
As a result of globalization, the rise of English as a global language has led to the rise of English language education in Morocco. This means that the English language is gaining more popularity in a country which is known by its multilingual status, since it has generally two first languages which are Amazigh and Moroccan Arabic, in addition to a common L2 which is Modern Standard Arabic which is taught at school and which is also the first official language in the country (Bensoukas, 2010). All Moroccans learn French as an L3; a language which is commonly used in administrations, mass media and communication. Starting from middle school, three foreign languages are introduced; therefore, learners have to choose between studying English, Spanish or German. Still, English remains the most commonly chosen language as a foreign language for the majority of students, and it is even becoming more popular than French among youngsters. English is taught as a foreign language in both mainstream and English language classes in university contexts to students who do not necessarily share the same first languages (L1s). This multilingual situation may transcend the conventional debate of whether using the L1 as a language of instruction of the foreign or target language to the question of using which L1 exactly in the learning process (Bensoukas, 2010; Belhiah, & Lamallam, 2020).
Key Terms in this Chapter
Perceptions: The process by which individuals organize and interpret their felt impressions in order to understand their environment.
Multilingualism: The ability to use and perform in more than two languages by an individual or a group of people.
Bilingualism: The capacity to use and be fluent in two languages.
Classroom Practices: involve multiple agents and their interactions within the classroom as a system.
Beliefs: A firm thought that something is true.
First Language: A language that a person has been exposed to from birth or within the critical period.
Foreign Language: A language that is not commonly spoken in the country of the speaker.