Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

The success of bilingual immersion programmes has promoted the debate about whether learners’ first language (L1) should be used in foreign classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded development multilingualism multiliteracy theories, overstepped monolingual principle by allowing for more flexibility choice instructional languages. Previous research emphasised chiefly reasons effects embracing shared language, other than target content-based classrooms, while this paper intends to investigate correlations between L1 use with learner factors, understanding which can shed light on efficient translanguaging practices. Through cross-sectional approach, present study was contextualised large-scale, English as programme drew 335 undergraduates, who completed series questionnaires tests. Correlation regression analyses primarily demonstrated that proficiency most significant predictor overall attitude instruction followed content learning motivation. Gender non-significant variable perspective employment but related constructs using phatic purposes, male students requiring assistance. concludes implication desire is associated various factors teachers aware how encourage regulate practices differing purposes per changing needs