The use of the L1 in L2 classrooms has historically been a controversial issue. Research over the years has greatly influenced the perspectives of the L1 and its purposes in the L2 classroom. In this paper, I will review the traditional views of L1 usage in the L2 classroom as well as discuss the major research studies which have brought new light upon the L1 and its influences on L2 acquisition. The focus of this paper will then shift to the pedagogical implications of such findings and how these findings affect my decisions as a teacher with respect to L1 usage in my classroom
