In his article, Harbord (1992) recommends that an English-language strategy should replace L1 strategies whenever possible. Using the L1 to save time, such as giving instructions for an activity, classroom administration, or chatting with students, is never a good reason. As mentioned in Part I, this is because using the L1 during these situations actually results in the loss of valuable opportunities for using English. It also sends a message to students that English is only a subject for learning, and they are not proficient enough to use it as a means of communication. So how can teachers demonstrate to students that they are capable of using English to communicate when it would be much easier and faster to use the mother tongue?
This is a question that many new ESL teachers ask themselves and it is a very reasonable question because moving to a different country without speaking the local language creates a lot of anxiety. Learning a foreign language is an important part of the wonderful teaching English abroad experience, but it is not necessary to find a job or teach English effectively.