This presentation examines EFL teachers’ language practices through a sociological lens to highlight the need to embrace a more inclusive approach to L1 and TL use in such contexts. It proposes that maximising English exposure can create a restrictive classroom atmosphere that makes it difficult for students to participate effectively. Via the use of semi-structured interviews and classroom observations, it links beliefs teachers have about first language and target language use to classroom actions. Bernstein’s notions of classification and framing show how students can become alienated from the learning process. Beliefs about English exposure may serve to maintain the socio-economic status quo rather than facilitating second language acquisition, which is intricately linked to social and economic success in countries where English is not the first language. Suggestions for what teachers can do in order to avoid the consequences of L1 exclusion are given and linked to the more inclusive translanguaging approach as a way forward for teachers, especially within EFL contexts