The issues of the use of the first language (L1) in second language (L2) classroom
have been debated among researchers for many years. In other words, there have
been various shifts to and from the utilization of L1 in Arabic classrooms over the
last decades. Some of the publications reflected views by proponents of the
practices, while others contained opinions by its opponents. The purpose of this
paper is to examine and analyse these issues more thoroughly. To address these
issues more comprehensively, the nature of the Arabic education in the institution is
discussed. Code-switching theory is used as the theoretical background. The analysis
of the issues focuses on the reasons behind teachers using L1 in the Arabic
classrooms and examines what are the teaching skills in L1 that teachers prefer to
apply in their classrooms.
Source: Journal of Islamic Studies and Culture
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