<![CDATA[The use of learners' first language (L1) in English as a Foreign Language (EFL) classrooms has become an important issue in multilingual education. While English-only instruction has traditionally been promoted, contemporary research suggests that strategic use of local languages can facilitate second language acquisition through cognitive and pedagogical support. This study investigated the role of Malay as a local language in the teaching of English writing at SMPN 4 Lubuklinggau, Indonesia. A qualitative case study design was employed involving one English teacher and Grade VII students. Data were collected through classroom observations, semi-structured interviews, and document analysis of students' writing. The data were analyzed using thematic analysis consisting of open coding, axial coding, and thematic categorization. The findings indicate that Malay functions as an effective pedagogical scaffold during English writing instruction. Teachers strategically used Malay to explain grammatical concepts, clarify writing tasks, facilitate brainstorming, and support vocabulary development. Students reported that Malay enabled them to generate ideas, organize paragraphs, reduce writing anxiety, and improve confidence in expressing ideas in English. However, the study also identified challenges, including grammatical interference, direct translation, and limited English vocabulary. These findings support Sociocultural Theory and Translanguaging Theory, demonstrating that learners' complete linguistic repertoire serves as a valuable cognitive resource rather than an obstacle to English learning. The study recommends strategic integration of local language during pre-writing and drafting stages while maintaining sufficient English exposure during revision and final composition]]>
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