This paper calls attention to the vital need to reexamine the role of the students' first language in foreign language teaching. It provides a brief snapshot of the views concerning L1 use in L2 classes put forward by different methodological schools of thought over the last century. Through the presentation of potential uses of the first language, the author argues for the conviction that L1, if used properly, is essential and can play a facilitating role in foreign language teaching and learning as an invaluable linguistic resource, and thus, should not be treated as a barrier to learning.