The CATESOL Journal

This report explores participant perspectives on L1 (English) use in foreign language classrooms. The study includes data collected from 25 participants, 23 students and 2 professors, from the Monterey Institute of International Studies (MIIS). A combination of classroom observations, interviews, and questionnaires were used to collect data. The data were triangulated to determine if the participants’ views reflected their actual classroom practices. The data show that while some students found comfort in L1 use, others felt threatened by the L1 and viewed it as an interference. Furthermore, the professors respected their students’ views and thus attempted to use the L1 accordingly. Rather than relying on the L1 to facilitate all communication, the professors and students alike included the L1 in their repertoire of learning and teaching strategies. This study suggests that the participants understand the value of L1 but realize that it is not the only tool available