Exploring the Integration of Students’ l1 in EFL Instruction: a Focus of Malian secondary School Teachers’ practices

Abstract

Abstract: The present study investigates the utilization of students' first language (L1: French) as a language of instruction in English as a Foreign Language (EFL) classes, specifically focusing on Malian EFL teachers. The study employs qualitative research to carry out the study. Thus, it uses observations and interviews. 30 lessons of ten teachers were observed while teaching; and 50 individuals were interviewed to know their perceptions about the use of L1 in teaching English. The results showed that most of the observed lessons employed a blend of "English-French" as the instructional language, while 20% utilized a mix of "English-French-L1 (Bambara)." Conversely, only 3% exclusively used English for instruction. Additionally, teachers were found to use French to elucidate complex concepts to their students. Keywords: first language, Malian EFL teachers, language of instruction, use of L1