I view students' L1 as an asset that often helps them acquire their second language and brings diversity to the classroom. Most importantly, it is part of the students’ identity and therefore should be respected and valued. Therefore, I do not reject or prohibit the use of L1. Rather, I look for ways to integrate it into the learning process. For example, I can ask students to listen to or read certain materials from their L1 to later produce an essay or an oral report in English. Brainstorming tasks or discussions about new vocabulary in EFL contexts can also take place in L1 if students wish to use them. In other words, the L1 provides scaffolding for learners to help them complete difficult tasks. It also gives them access to more materials and ideas for their work. Therefore, I strive to use it as a resource instead of rejecting it.