Jim Cummins argues for rethinking the monolingual instructional strategies that dominate second/foreign language teaching and bilingual/immersion programs. Three key assumptions—exclusive use of the target language (TL) without the first language (L1), no translation between L1 and TL, and rigid separation of languages—lack empirical support and contradict current theories in cognitive psychology and applied linguistics. Research shows that bilingual instructional strategies, when used alongside monolingual ones, can enhance learning by leveraging students' L1 as a cognitive resource and promoting cross-language transfer. These strategies include using L1 for translation, collaborative projects, and bilingual dictionaries. The paper challenges the "monolingual principle," which has been widely accepted despite its limitations, and advocates for a balanced approach that recognizes the value of L1 in language learning. It highlights the benefits of bilingual instruction, such as improved literacy, enhanced metalinguistic awareness, and the development of identities of competence among students. The case study of Madiha Bajwa illustrates how bilingual strategies can enable students to engage more effectively with language learning, even when their L1 is not the primary medium of instruction. The paper concludes that L1 should be viewed as a valuable resource, not an obstacle, in promoting second language proficiency.Jim Cummins argues for rethinking the monolingual instructional strategies that dominate second/foreign language teaching and bilingual/immersion programs. Three key assumptions—exclusive use of the target language (TL) without the first language (L1), no translation between L1 and TL, and rigid separation of languages—lack empirical support and contradict current theories in cognitive psychology and applied linguistics. Research shows that bilingual instructional strategies, when used alongside monolingual ones, can enhance learning by leveraging students' L1 as a cognitive resource and promoting cross-language transfer. These strategies include using L1 for translation, collaborative projects, and bilingual dictionaries. The paper challenges the "monolingual principle," which has been widely accepted despite its limitations, and advocates for a balanced approach that recognizes the value of L1 in language learning. It highlights the benefits of bilingual instruction, such as improved literacy, enhanced metalinguistic awareness, and the development of identities of competence among students. The case study of Madiha Bajwa illustrates how bilingual strategies can enable students to engage more effectively with language learning, even when their L1 is not the primary medium of instruction. The paper concludes that L1 should be viewed as a valuable resource, not an obstacle, in promoting second language proficiency.