L1 Integration in the English Classroom: An Exploration of Inclusive Language Pedagogy

Abstract

The use of the mother tongue (L1) in the English classroom has long been debated. Traditional English-only approaches often consider L1 a barrier to second-language learning. In multilingual contexts such as India, students naturally use more than one language to understand ideas, express emotions, communicate, and make sense of their learning. In such contexts, L1 can function as a helpful bridge to English rather than an obstacle. It also explores the role of L1, particularly Tamil, in the English classroom and examines how its purposeful use can support English language learning. The study was conducted among students of the Department of English, focusing on their experiences and perceptions of using Tamil while learning English. Particular attention was given to whether L1 helps students understand difficult concepts, clarify vocabulary, participate actively, communicate confidently, and overcome learning difficulties. The findings suggest that students generally view L1 as a supportive tool in learning English. They particularly appreciate its use for explaining difficult concepts, clarifying unfamiliar words, discussing complex ideas, and reducing hesitation. At the same time, students recognize that excessive dependence on L1 may limit their exposure to English and reduce opportunities for practising the target language. This research paper examines the value of a balanced approach in which Tamil is used purposefully alongside English. Such an approach can support better understanding, encourage active participation, build confidence, and make the English classroom more inclusive and learner-friendly while respecting the multilingual realities of Indian students...