This study investigated Turkish EFL Young Language Learner teachers' code switching (CS hereafter) from English to Turkish in their classroom discourse. The data were collected from two different secondary private institutions in Adana and Denizli. In accordance with this aim, three EFL teachers and their fifth-grade intermediate level classrooms were recorded for two class hours via video camera. The recordings were transcribed and explored to see whether these teachers resorted to CS or not, if so, what types of CS they used in their classroom, what the functions of these switches were, and finally if these CS attempts contributed to their learners' language learning or not. Face to face semi-structured interviews were held with three teachers and these interviews were analyzed through content analysis. The results obtained from video recordings and semi-structured interviews showed that all the teachers who took part in this study used CS to varying extents. Moreover, the teachers resorted to inter-sentential CS the most in terms of typology in their discourse. The detailed analyses of video recordings revealed that the teachers used CS for 20 different purposes and they employed CS mainly for translation, meta-language, asking equivalence, giving instruction and classroom management purposes. Finally, the results of interview analyses showed that the teachers found CS useful for language learning; however, they cautiously emphasized that L1 should not replace L2 in classroom. In the light of the findings of this research, some suggestions were made to EFL teachers and teacher training institutes.

According to the preschool education program that came into effect by Turkish Ministry of Education in

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