This paper examines the use of L1 (Japanese) in the L2 (English) classroom for young learners (aged 6 - 11). There is increasing recognition that judicious use of L1 may aid second language acquisition. Support for this “optimal use position” is premised on cognitive processing theory, socio-cultural theory, student preference and motivation, and research on vocabulary learning. I utilized a qualitative multiple case study approach, using a survey instrument to investigate the beliefs and practices of five teachers working in private English conversation schools (Eikaiwa) in Japan. Four of the five teachers surveyed indicated that they believe judicious use of Japanese is beneficial. The responses however suggested a lack of awareness of some of the potential benefits of L1 usage, particularly as a tool for peer-to-peer language-related interaction. Responses also indicated the significance of institutional factors in modifying teacher practices. The fifth respondent adheres to a strong “monolingual policy”. This suggests that there remains a divergence of opinions and practices on this issue and that it is a fruitful field for further research. The paper concludes with a reflection on my own beliefs and teaching practices which are consistent with the optimal use position of allowing judicious use of Japanese when doing so facilitates language learning.
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