Résumé:
This work investigated Algerian secondary school teachers’ perspectives towards mother
tongue uses and functions in EFL classrooms. It aimed at exploring why and when teachers
of English choose to use L1 in their teaching practice. Ten teachers from Mati Ahcene
secondary school, Jijel took part in the study. Two research tools, namely, a classroom
observation and a semi-structured interview were used to investigate the research
problem. The findings from this study revealed that Algerian secondary school EFL
teachers incorporate the mother tongue into their teaching process in different situations,
such as introducing new vocabulary, clarifying grammar, managing the classroom, dealing
with low-level students, and saving time. Additionally, the results demonstrated that
teachers utilize L1 for functions like fostering a supportive learning environment, building
rapport, increasing understanding and comprehension, promoting cultural connections. At
the end, this study recommends, for instance, the use of the mother tongue to support the
learning of low- level students
