First Language Use in the Second Language Classroom in Public Secondary Schools in Jordan: Policy and Practice
Abstract
This qualitative study addresses the contentious issue of first language (L1) use in the second language (L2) classroom, delving into the connection between policy and practice in the context of public secondary schools in Jordan. The study employed individual semistructured interviews to collect data from three stakeholder groups: supervisors, teachers, and students. The interviews were conducted via Zoom with 4 English as a foreign language (EFL) supervisors, 10 EFL secondary school teachers, and 11 students from grades 11 and 12. The data were recorded, transcribed, and analyzed following the steps of open coding, axial or analytical coding, and selective coding as part of the thematic analysis approach to derive the final findings. The findings were categorized into three groups according to the stakeholder groups. The major findings are that the educational policy discourages L1 use, and this policy is implicit as there is no written guidance on the matter. The study also found a policy-practice gap in that stakeholders are aware of the importance of maximizing L2 use and minimizing L1 use; however, L1 use in L2 classes is often excessive. Additionally, participants agreed that excluding the L1 from L2 classrooms is almost impossible. Several factors contribute to the practice of L1 use in L2 classrooms, including teachers’ and students’ low proficiency in the L2; a lack of focus on listening and speaking skills; institutional challenges such as overcrowded classes and logistical challenges; the impact of the Tawjihi exam and context limitations. The findings also indicate that, while participating stakeholders believe that L1 use has some advantages, including facilitating students’ understanding, saving time, and facilitating class management, the overuse of L1 has two key disadvantages: limiting communication skills and impeding the achievement of goals and expectations. The study highlights the main similarities and differences among the participating stakeholder groups and discusses implications for stakeholders in Jordan and similar educational contexts.