ATTITUDES TO MOTHER-TONGUE USE IN THE CLASSROOM

• Mulovoyeva Maftuna

  Author

• Gaziyeva Saida

  Author

This study explores the often-contested role of mother-tongue use in multilingual classrooms, with a focus on secondary-level English-medium schools in urban and semi-urban areas. While official policies in many educational systems advocate for strict English-only instruction, classroom realities reveal a more complex picture: students frequently revert to their first languages (L1) for comprehension, peer collaboration, and emotional support, while teachers adopt varied stances ranging from cautious tolerance to strategic incorporation.

Through a mixed-methods approach — combining teacher and student surveys (n=120), classroom observations (10 schools), and semi-structured interviews with educators (n=15) — the research identifies a spectrum of attitudes shaped by policy pressure, pedagogical beliefs, and sociocultural norms. Findings suggest that while many educators view L1 use as a ‘crutch’ hindering immersion, others see it as a cognitive bridge, especially for lower-proficiency learners. Students, on the other hand, often express comfort and increased participation when permitted to use their mother-tongue selectively.

Rather than promoting a binary debate of English-only vs. L1-permissive policies, this study argues for a more dynamic, context-sensitive approach. It recommends training teachers in translanguaging strategies that leverage linguistic diversity as a pedagogical asset — not a barrier. The paper contributes to ongoing discussions on inclusive education, decolonizing language practices, and the psychological well-being of learners negotiating multiple linguistic identities in the classroom.

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