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Article published In: Language Teaching for Young Learners
Vol. 8:1 (2026) ► pp.94–121

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Children’s beliefs on first language use in English learning through metaphor elicitation in Greek primary schools

ORCiD logo with link | University of Nicosia
Published online: 22 August 2025
DOI logo with link
https://doi.org/10.1075/ltyl.24009.gia
Abstract
While leveraging students’ first language (L1) has been gradually gaining ground in the field of intercultural education, it still has limited acceptance in English as a foreign language (EFL) instruction. The present study reports on young learners’ beliefs on the use of L1 in learning EFL through metaphor elicitation in the Greek context. The participants were 133 students aged 10–12 attending primary education in Greece, who described and explained their L1 (Greek) in learning EFL using a metaphor. The metaphorical representations were categorized and analyzed through thematic interpretation. As identified in the metaphor analysis and together with few responses that did not involve metaphorical expressions, more than half of the participants reported a positive view on L1 use in EFL learning, while less than one-fifth expressed a negative view. The findings suggest a reevaluation of monolingual teaching approaches in second language learning, common in English language education, and are discussed in relation to the pedagogy of translanguaging. Considering students’ views, by strategically incorporating practices that involve the L1 in foreign language teaching, educators can promote effective learning and contribute to language equity in a responsive manner.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1The L1 in L2 learning
    • 2.2EFL in Greek primary education
    • 2.3Translanguaging
    • 2.4Learners’ beliefs
    • 2.5Learner perspectives in EFL education
    • 2.6Metaphors
  • 3.Methodology
    • 3.1Aims
    • 3.2Research design
    • 3.3Participants and setting
    • 3.4Data collection
    • 3.5Data analysis
  • 4.Results
    • 4.1Overview
    • 4.2Thematic analysis
      • 4.2.1Metaphors expressing a positive view on the L1 in EFL learning
        • a.The L1 as an aid or a useful tool
        • b.The L1 as a translator
        • c.The L1 as a guide, ally, problem solver
        • d.The L1 as dictionary or a useful book
        • e.The L1 as a means to advance or reach a goal
        • f.The L1 as a source of pleasure or relief
        • g.The L1 as nourishment or development
        • h.The L1 as illuminating or improving vision/visibility
      • 4.2.2Metaphors expressing a negative view on the L1 in EFL learning
        • a.The L1 as contributing to confusion or unintelligibility
        • b.The L1 as inexistent or unrecognizable
        • c.The L1 as an obstacle or a difficulty
      • 4.2.3Metaphors expressing neutral or miscellaneous views
        • a.Neutral views
        • b.Random views
    • 4.3Non-metaphoric responses
  • 5.Discussion
  • 6.Conclusion
  • References
References (91)
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