SOME DIFFICULTIES OF USING THE MOTHER TONGUE IN THE ENGLISH CLASS

Abstract

This article explores the main difficulties that arise when using the mother tongue in English language classrooms. While the L1 can facilitate comprehension, reduce anxiety, and scaffold learning, excessive or unstructured use often leads to reduced exposure to English, dependency on translation, fossilization of errors, and decreased communicative competence. Drawing on pedagogical theories and classroom research, the paper analyzes psychological, linguistic, and methodological factors behind these challenges and suggests balanced strategies for effective L1–L2 integration.