This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use; (2) factors influencing L1 and second language (L2) use; (3) beliefs and attitudes towards L1 and L2 use; and (4) the effectiveness of L1 use on L2 skills. The overall findings suggest making use of L1 as a resource integrated into the curriculum, aiming for the judicious and intentional use of L1. Re-conceptualising the nature of L1 use is suggested, as well as ways to encourage efficient use of L1 to maximise L2 learning in the classroom are outlined. Furthermore, workshops are discussed for teachers and students to be empowered and to have an agency for their teaching and learning. Future studies on understanding of translanguaging and pedagogical use of translanguaging in FL education are needed.