Teachers’ Perspectives on the Role of L1 in Jordanian EFL Classes

This qualitative study explored English as a foreign language (EFL) teachers’ perspectives on first (L1) use in the second (L2) classroom. The focused Jordanian public secondary school EFL teachers and drew Macaro’s (2001) three codeswitching positions—optimal (i.e., L1 can enhance L2 learning), maximal should be minimized virtual never used learning). Data were collected through classroom observation two rounds of interviews, one pre- post-observation. findings suggested that views varied depending main factors: 1) students’ proficiency, 2) type lesson. In terms framework, held an optimal view toward with low-proficiency students, yet higher-proficiency students. Similarly, position grammar classes, reading classes listening speaking classes. this are unlike results, which found hold static regardless proficiency learners or lesson type. Finally, present aware overuse ramifications. research may help scholars, policy makers, teacher-practitioners to understand role classroom, particularly context Jordan similar contexts.