Code-switching in English language classrooms: revealing teachers’ strategies and motivations for effective language instruction

Abstract

The purpose of this study is to investigate the perceptions of English language teachers regarding the use of code-switching in classroom. The study explores the functions of code-switching employed by teachers in English as a foreign language (EFL) context. Furthermore, the study examines how teachers adapt their code-switching practices based on the proficiency levels of their learners. To gather data, we conducted semi-structured interviews with 30 EFL teachers in Iran, who varied in terms of age, qualifications, and experience. The analysis of the data revealed five common functions whereby teachers utilized code-switching in EFL classes. The data showed that teachers predominantly used code-switching to “avoid misunderstandings” during interactions with learners. In addition, teachers were more inclined to use code-switching when working with low-proficiency learners. In these cases, the main factors influencing teachers’ code-switching were learners’ English proficiency and avoiding misunderstandings. Conversely, when dealing with advanced learners, teachers primarily employed code-switching as a means to build rapport. This study uncovers the motivations behind code-switching, which is an area that has received limited attention in EFL context.

Keywords:

• Code-Switching
• English Language Classes
• learners’ Proficiency
• Teacher-Student Interaction

Disclosure statement

No potential conflict of interest was reported by the author(s).