Résumé:
The topic of using the mother tongue in foreign language teaching is a subject of debate. Supporters of the monolingual approach argue that only the target language should be used in the classroom. However, advocates of the bilingual approach believe that the mother tongue is a valuable tool that can aid in the learning. This study aims to examine students' attitudes towards the use of the mother tongue (Arabic) in English as a Foreign Language (EFL) teaching, specifically in relation to the teaching practices employed by teachers. Hence, the study investigates the frequency and situations in which teachers choose to incorporate the mother tongue within the classroom. Furthermore, the study examines both the advantages and disadvantages of integrating the mother tongue in (EFL) teaching. To answer the research questions a descriptive research design has been used. In order to collect the data, a questionnaire is administered to the learners and a structured interview is conducted with teachers. The data collected were analyzed quantitatively and qualitatively. The results revealed that secondary school students hold positive attitudes towards the use of Arabic in the English language classes, but they are undeceive about its advantages and disadvantages. Moreover, teachers rarely incorporate the MT to translate unfamiliar vocabulary, clarify grammar concepts, provide instructions, and evoke cultural understanding. Despite their preference for avoiding it, they think it saves time and necessary sometimes depending on learners’ proficiency level. The results inform the continuing dilemma caused by the position of the mother tongue in EFL classes.
