Argumentative paragraph

English as a Foreign Language (EFL) teacher at the Universidad de Oriente (UDO) should not allow their students speak in the first language (L1) when taking all the English courses of the curriculumprogram. When one student is moving from one semester to another one, it is supposed that students’ language skills are evaluated according to the teacher’s criteria.Therefore; it is not acceptable atall that an advanced student is still struggling with oral communication. Another fact to consider is that some English students have good fluency, but some others do not. For example, in thealternative course, especially language acquisition. In that course, the professor allows students to participate whether in L1 or L2, and half of the students prefer to do it in L1 because it is easier forthem and they do not have confidence in themselves when communicating in L2. Additionally, some students are passive and some others are active. It is up to them if they need to look for extralearning because the one they receive in the classroom should be complemented with additional practice. Worst of all, some students interact with one and other most of the time in L1 after English classes,when meeting with their friends, and EFL teachers, too.Why do they do this? if learning a new language requires mainly students practice in L2 and not in L1. We do not agree with those teachers andstudents of any level who are accustomed to use L1 in the classroom due to the students ‘inadequate level of proficiency in English. In particular, we, as students of the career consider important thatan English student should have at least language competency from the merely moment that he or she is in the first semester in order to be capable of acquire a great domain of the language whileadvancing of levels, especially for Special Didactics. According to Lic.Professor Elizabeth León, says “In my opinion, I do not agree with those professor who communicate in L1 their courses unless in...