The Use of First Language in Arabic Language Classroom: A Teaching Buttress or a Learning Obstacle?
Mohamad Azrien Mohamed Adnan, Shukeri Mohamad

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.

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