Considering the vital role teachers play in language teaching, the frequency of, and motivation behind L1 usage in L2 teaching is a very interesting and current area of research. Despite this, there does not seem to be a lot of research done in this area in the context of the Swedish EFL classroom for young learners. The aim of the current study was therefore to contribute to this area of research first, by investigating teachers’ use of Swedish when talking during their English teaching and their rationale for using Swedish instead of English, and second, by determining if there is a difference in the teachers’ use of Swedish depending on the learning objective of the lesson. This was done by using a mixed-method approach, where four English teachers in Sweden, all teaching grades 4-6, were observed in two lessons each, followed by semi-structured interviews. The results showed that Instructions, Asking questions, Praise and Translation were the most used L1 functions, while Evaluation, Classroom equipment and Humor were not employed by any of the teachers. Furthermore, the study demonstrated that the factors for L1 usage were the students’ age, support for the students’ understanding, efficiency and making the students feel comfortable in the learning environment, corresponding with previous research to a great extent. Additionally, it was also found that there was indeed a difference depending on the learning objective. Based on the findings in the study, it is suggested that teachers should be encouraged to assume a mindful approach to their L1 usage.

This study aims to explore Swedish upper secondary students’ attitudes toward first language (L1) use in a second language (L2) English learning environment. In addition, it aims to explore the functions of L1 use. Through a qualitative approach with both observations and interviews, a pattern of L1 use was noticed. The results corroborate prior research on student attitudes and show that students are positive toward L1 use. Swedish students tend to use their L1 through translanguaging and codeswitching as a tool for understanding, and as a way to establish relationships. In other words, L1 use needs to be considered a natural part of their L2 learning environment, even though they also understand the importance of exposure to and use of English in the classroom in order to become proficient in it. The students’ attitudes thus challenge the monolingual approach that is predominantly used in Swedish upper secondary schools today.