Perceptions of teachers' in the use of first language (L1) while implementing EMI in the public schools' classroom

Abstract

This study examines government school teachers’ perceptions of using the first language (L1) in classrooms where English is the Medium of Instruction (EMI). It explores how teachers incorporate L1, the situations in which it is used, and the challenges and opportunities in balancing L1 with EMI. Using a qualitative methodology and a phenomenological research design, data were gathered through interviews and focus group discussions with four purposively selected teachers from government-aided schools, with additional insights drawn from an analysis of relevant research articles. Thematic analysis of the data reveals that teachers view L1 as an essential tool to support student comprehension, especially when explaining complex concepts, offering emotional support, and ensuring clarity of instructions. Teachers also recognize that L1 can help bridge the gap between students' understanding and new English content, enhancing engagement and confidence in learning. However, teachers face the challenge of balancing L1 usage with the goal of improving students’ English proficiency, as excessive use of L1 might limit exposure to English. Challenges include the pressure to follow curriculum demands, maintaining consistent EMI practices, and addressing varying English proficiency levels among students. Despite these hurdles, teachers emphasize the importance of using L1 strategically and purposefully to create a supportive and inclusive learning environment. The study highlights teachers' dedication to meeting the diverse needs of students and balancing linguistic accessibility with the goal of improving English skills. It contributes to understanding how L1 can be effectively integrated within EMI classrooms to enhance student engagement and learning outcomes.

Key words: English Medium Instruction (EMI), First Language (L1), Teacher Perceptions, Public Schools, Student Engagement, Language Proficiency, Qualitative research, Phenomenological study.