Abstract

This self-study action research delves into two teaching methods by utilizing a bilingual

approach (English and Spanish support) in a beginner level adult English Second Language

(ESL) classroom. In order to understand the role students native language has in the classroom

and improve my teaching practice, I explore bilingual teaching approaches, theories, and

programs that both encourage and challenge native language use. I examine sociocultural theory

as the theoretical framework that informs this study. The implemented methodology and design

are also described. I include a comparison from observations of students taught during English-

only lessons and compare the results to observations from bilingual lessons. This study includes

a self-reflection of my teaching practice, observations of my teaching by ESL instructors, and

interviews with my students regarding their thoughts on native language usage. The findings

suggest that bilingual teaching approaches have beneficial implications during communication

with students, translations of word meanings, and introductions to new material, words and

phrases.