Teachers’ Code-Switching in L2 Classroom: Exploring Instructional and Pedagogical Perspectives

Abstract

Most language users practice code-switching; this shift from the language of instruction to the language that is accommodating is thought to have specific impacts on teaching and learning. While it has been criticized, it is unclear if code-switching has a beneficial or detrimental impact on teaching and learning English. The impact of code-switching on English instruction and learning was the primary focus of this study. The study was based on these research questions; what is the impact of code-switch technique on teaching-learning process of English language, and what are the perceptions of teachers and students towards code-switching technique in the teaching-learning process? For this study, a qualitative research approach was adopted. Undergraduate students from two departments (Sociology and Political Science) made up the population. Eight students and four teachers were chosen to be interviewed in the study using the Convenient Sample approach. These teachers and students were observed in their respective classes as well. It was discovered that teaching and learning the English language benefit from code-switching. It makes it easier for students to grasp the more challenging parts of the course and enable them to follow directions. Students are more likely to be engaged when the teacher clarifies what was stated in their native tongue, especially those who struggle with learning English. Additionally, code-switching aids in classroom management for educators.