This empirical degree project explores the use of Swedish in foreign language learning such as English and the subsequent consequences. For this study, we explored the positions of researchers regarding the topic and investigated how, when and why three teachers in Sweden used the Swedish language during English teaching. The study provides an overview of theories and literature regarding the use of first language during foreign language teaching. Some findings suggest that the first language should not be excluded in second language acquisition but incorporated with limited use. However, it could be problematic to incorporate the Swedish language for the students with different origins. In that scenario, the students would be forced to acquire a foreign language through their second or third language. The study also connects these findings and research to the theoretical background of the socio-cultural views in the classrooms and the zone of proximal development. The method used for this study was a qualitative data collection in the form of semi-structured interviews with three primary teachers. The results show that these teachers reported using the Swedish language with variations thus the common reason for usage of Swedish during English learning would be for instructing purposes. Moreover, research suggests that maximising the target language during foreign language learning would expose the students to utilize the target language and that if the teacher would overuse Swedish during foreign language teaching the students would not sense the need to practise the language. The study also investigates when and how the teachers believe their students are exposed to the English language. The participants agreed upon that the exposure of the English language occurs on daily basis for the students moreover, participants would also agree that most of the exposure would be extramural. Our major conclusion is that incorporating the Swedish language in English learning should be considered with care. Some research suggests that the first language may provide enough scaffolding for the students however, the teachers may find several variations of providing the scaffolding for the students without the incorporation of the Swedish language.

Excerpt: Yanan Song and Stephen Andrews address the topic of teachers’ use of the first language (L1) in the classroom by describing a case study of four tertiary-level teachers in China who share an L1 with their students.

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