Students learn more with their mother tongue as the medium of instruction than the use of English alone.
For	Against
students' first language serves as a mediating device to understand particular linguistic forms among learners sharing the same first language when the concepts learned are too difficult or take too much time to process, the learners' first language may be used students who were given science lessons in English had a more limited learning experience than those who were taught in their mother tongue using ESL students' first language (L1) in class improves learners' self-image and motivation teaching in the students' mother tongue leads to better cognitive development	the maximal amount of target language should be used in a foreign language classroom

the maximal amount of target language should be used in a foreign language classroom
For	Against
the amount of the target language use is positively related to target language gains students spend only short periods of time in class on a daily basis and have little contact with the target language outside class	language learning does not happen when students receive inputs exceeding their cognitive capacities

language learning does not happen when students receive inputs exceeding their cognitive capacities
For	Against
	target language inputs can be made comprehensible by adjusting them to the students' level of proficiency

when the concepts learned are too difficult or take too much time to process, the learners' first language may be used
For	Against
1

students who were given science lessons in English had a more limited learning experience than those who were taught in their mother tongue
For	Against
2

using ESL students' first language (L1) in class improves learners' self-image and motivation
For	Against
1

teaching in the students' mother tongue leads to better cognitive development
For	Against
students will be able to better understand what is taught, analyse problems, express views, develop an enquiring mind and cultivate critical thinking