Abstract
This article examines the ongoing debate on language use in target language instruction, addressing its impact on language acquisition and teaching effectiveness. It explores three key areas: research findings on the benefits and limitations of using the target language as the primary medium of instruction, challenges teachers face in maintaining consistent target language use, and practical strategies for maximizing exposure while accommodating diverse classroom needs. While immersive language learning is widely supported, real-world teaching conditions often demand a more flexible approach. Student proficiency levels, cognitive load, and institutional policies influence decisions about when and how to incorporate the first language. This article synthesizes current research, pedagogical perspectives, and classroom practices to provide a balanced discussion on effective language use in instruction. By integrating theoretical insights with practical recommendations, the article equips educators with strategies to optimize target language use while fostering comprehension, engagement, and meaningful communication in the classroom.