Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

Abstract

Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

The Types and Functions of Switching and Mixing Codes in English Students’ Online Discussions

“…Students usually used alternation when they lose their focus while explaining the materials in English. The study conducted by Bonyadi et al (2021) reveal that students' decisions to mix codes in the classrooms are primarily due to a lack of proficiency in managing classes, for assessing comprehension, for giving more explanations, and for interacting with other students. Helmie et al (2020) also believe that code-mixing is a communicative strategy in bilingual groups where students can combine several languages during a conversation.…”

“…Besides the positive effects, switching and mixing codes have already drawn criticism, even from academics. Code switching and mixing indicate that the speaker lacks fluency (Bonyadi, Kalvanagh, and Bonyadi 2021), lacks credibility and demonstrates ineptitude (Horasan 2014), and does not reach the desired target language (Wang &Wu 2016). This idea arises because excessive switching and mixing codes can affect students' proficiency in English from classes that always use full English (Helmie, Halimah, and Hasanah, 2020).…”