@article{2017,title={LEARNER PERCEPTIONS OF AN INCLUSION OF BILINGUAL ACTIVITIES TO TEACH ENGLISH AS A FOREIGN LANGUAGE},abstractNode={Even though there is a body of research on functions of teacher and learner first language (L1) use in foreign language (L2) teaching, studies examining deliberate implementation of activities designed to benefit from the learners’ first language are scarce. This paper reports on a case study in which a principle-based implementation of bilingual activities in teaching English as a foreign language to a group of 26 young adult learners at a Turkish state university was examined. The learners’ perceptions of first language inclusion were studied through minute papers in which the participants immediately responded to particular bilingual activities and an overall course evaluation at the end of the 14-week course. Furthermore, a semi-structured interview with six participants was conducted to gain a deeper understanding of the learner perceptions. The results show that bilingual activities were perceived as conducive to language learning, multifunctional, enjoyable and activating. The participants also expressed concerns indicating that deliberate L1 use should be restricted in order not to lose the focus on the target language. Another concern was directed to the inappropriateness of bilingual activities for exam preparation. The results indicate the potential of bilingual activities but also call for due consideration in implementing them in instructional practice.},author={Neşe CABAROĞLU-& Stefan RATHERT},year={2017},journal={International Journal of Language Academy}}