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In English Language Teaching (ELT), few topics stir the pedagogical pot quite like the idea of using students’ first languages in the classroom. While some see the use of home languages as a crutch, current research and classroom practice increasingly support a more nuanced view: that incorporating home languages in ELT can actually enrich learning and empower multilingual learners. This inclusive teaching approach not only builds bridges to English language proficiency but also supports the cognitive and emotional well-being of students. Language is identity. In short, supporting multilingual students is not a detour—it’s the express route to more meaningful language development.
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The Role of Home Languages in English Language Learning
Contrary to traditional ELT beliefs, students' first languages (L1) aren’t a barrier—they’re a scaffold. When students draw on their linguistic resources, they make deeper connections between concepts and English language acquisition. Think of it as a bilingual mind doing double-duty: processing, comparing, transferring.
This is where bilingual teaching strategies enter the picture. Rather than banning home language use, effective English teachers leverage it to build comprehension, activate prior knowledge, and encourage classroom participation. From quick translations to compare-and-contrast grammar tasks, the benefits of supporting multiple languages in the classroom are becoming hard to ignore.
Common Myths About Using Home Languages in ELT – And the Truths
Let’s debunk some common misconceptions about home languages in English language teaching:
Myth #1: Using L1 slows down English acquisition
Truth: Strategic L1 use can accelerate learning by reducing cognitive overload and making complex ideas more accessible. It’s not about less English—it’s about smarter pathways to English.
Myth #2: Students will rely too heavily on their home languages
Truth: With well-designed ELT strategies, learners gradually shift towards English while maintaining the conceptual clarity that their L1 provides.
Myth #3: Only English should be spoken in class for “immersion”
Truth: Total immersion works for fish, maybe. For humans—especially younger or beginner-level learners—a more inclusive classroom that respects all languages is far more effective.
Myth #4: Translanguaging is just translation.
Truth: Translanguaging is certainly a lot more than just translation – although it includes it as a strategy. Translanguaging entails allowing, indeed encouraging, the full use of a person’s linguistic repertoire – it has as much to do with identity as with language(s).
Read more articles on inclusive ELT practices.
Practical Strategies for Multilingual Classrooms
Now that we’ve cleared the air, let’s talk about practicalities. Here are a few tasks and classroom approaches that embrace home language use to support learning:
- Preview-View-Review Method: Preview content in home languages, do the core teaching/learning in English, and review in both languages.
- Collaborative Translanguaging Activities: Let students discuss or brainstorm ideas in their home language before presenting in English.
- Dual-Language Word Walls: Display key vocabulary with side-by-side translations and images to reinforce learning.
- Multimodal Expression Tasks: Allow learners to express understanding through art, music, gestures, as well as speaking and writing.
- Flexible Group Work Using Home Languages: Encourage peer support by allowing home language discussions to scaffold English outputs.
These are strategies for building comprehension in ELT that don't just accommodate diversity—they celebrate it.
Read another ELT expert's opinion here.
Why Supporting Home Languages Builds Inclusive Classrooms
Recognising and integrating students’ home languages validates their cultural and linguistic identities. Educators who embrace multilingual teaching practices create safer, more engaging, and more effective classrooms.
Supporting home language use also promotes equity. Students deserve to see their languages and cultures represented in their education. Teaching English should not mean sidelining who they are—it should build upon their unique identities.
It’s time to retire the monolingual classroom mindset. Using students’ first languages in English teaching is not a shortcut—it’s a research-backed, empathy-driven, and highly effective way to teach. By adopting bilingual education strategies, creating inclusive ELT classrooms, and recognising the role of home languages in English language learning, we empower every learner with the tools—and the confidence—to succeed.
Watch the key tips from this article in action!
About the author:
Leandro Paladino is a teacher educator and academic leader with over 30 years’ experience in English language teaching. He has taught English grammar and Discourse Analysis at undergraduate and postgraduate levels and has supervised and assessed numerous dissertations. Leandro has delivered workshops and conference presentations nationally and internationally and worked as a speaker and materials writer for major publishers. He is deputy editor of the EAL Journal (UK) and a trustee of NALDIC. He also co-coordinates IATEFL’s Young Learners and Teenagers SIG, helping lead its events, journal, and blog. He designs and oversees teacher development and multilingual education programs.
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