Role of the First Language in Second Language Writing Instructions: Kazakhstani Teachers' Opinions

Abstract

Purpose. This study aimed to explore the use of a bilingual approach in teaching English within the higher education system of Kazakhstan. The study investigates the role of the first language (L1) in the process of foreign language instruction, specifically English. The objective was to examine the perspectives of English language instructors regarding the use of L1 in the teaching of L2 writing skills. Methodology Adopting a mixed method research design, the study collected the opinions of university English teachers concerning the use of Kazakh in teaching students academic writing in English data, through an online survey. The collected data was compared with existing international practices, making it an experimental study conducted with a multilingual group having Kazakh as medium of instruction. Results The study revealed the effectiveness of the bilingual approach in teaching English writing skills at the initial stage of language learning. It was found that 90% of the participants use L1 (Kazakh) when teaching writing in English, which supports students in memorizing new vocabulary needed for constructing written texts, besides using the translation method for word combinations. Implications for research and practice. The study implies to implement more effectively bilingual instruction in foreign language writing within Kazakhstan’s multilingual society. Furthermore, deeper investigations and analysis into current practices of teaching English writing skills is required in both monolingual and multilingual groups.