L1 As a Tool For Reducing the Affective Filter

The utilization of the first language (L1) as an instructional tool in second (L2) classrooms has sparked intense debate realm education. This essay aims to delve further into multifaceted discourse surrounding use L1 L2 classrooms, particularly within context adult English a second/foreign (ESL/EFL) teaching. To provide comprehensive insights implementation draws upon examples from authors’ pedagogical experiences, encompassing roughly 33 hours ESL instruction agency affiliated with University Pennsylvania, United States. Furthermore, this employs relevant theories three primary fields Teaching Speakers Other Languages (TESOL), which include development, use, and pedagogy. By synthesizing these exemplars, shed light on intricate nuances utilizing ultimately inform enhance practices field ESL/EFL instruction.