Abstract

This study investigates the relationship between English language teachers' stated beliefs about the use of their first language (L1) and second/foreign language (L2), and their actual language practice in the classroom. Although contemporary international literature has documented both the importance of L2 as a primary medium of instruction and the strategic utilization of L1 in the context of translanguaging pedagogy, empirical research on the convergence between belief and practice remains limited, particularly in monolingual EFL environments.The study followed a mixed methodology, combining quantitative data from 148 teacher questionnaires with observational data from 120 teaching sessions (10 teachers, 12 lessons each). The five subscales examining the use of L1/L2 (teaching clarifications, language analysis, repetition/recapitulation, classroom management, socio-emotional functions) showed high internal consistency (Cronbach’s α = .884–.960).

Descriptive findings showed that teachers systematically use L2, especially when presenting new material, explaining grammar and vocabulary, and providing feedback. L1, however, is used selectively to clarify difficult points, provide cognitive scaffolding, and offer emotional support to students. Nonparametric tests (Mann–Whitney U and Kruskal–Wallis) showed that most demographic characteristics do not influence the use of the two languages, with the exception of the teaching level, which consistently predicts a higher use of the L2. Overall, the findings show dominance of L2 in all teaching functions and selective, strategic use of L1, as well as a high degree of convergence between stated and observed practice. The teaching level emerged as the only consistent differentiating factor. This study contributes to the discussion on teacher cognition and the application of the translanguaging approach in the Greek EFL context, highlighting the importance of conscious language choice in teaching practice.

The study contributes to the debate on the balanced L1/L2 use in an EFL context, highlighting the dominance of L2 and the strategic, targeted role of L1. Pedagogical implications and suggestions for future research are also presented.

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