Abstract
When referring to Bilingualism, code switching seems to be an important issue as it is connected to: (a) the use of L1 while teaching the L2; (b) the native teacher, or the non-native teacher, in an EFL classroom environment; (c) along with the importance of the Critical Period Hypothesis concerning language acquisition. The use of L1 in the classroom largely depends on the teacher, and whether he / she is native or non-native. On the other hand, these days many classrooms tend to be multicultural and multilingual as well, so there might be confusion in some EFL classroom environments on the L1, and on how many languages code switching occurs. Acquiring a second language is largely connected to the Critical Period Hypothesis (CPH), and whether children are able to learn a language to the extent, they can learn their mother tongue, before the age of puberty. When referring to two languages and the ease of switching from one into another, the reference to the CPH becomes even more important. The present paper provides reference on recent research and the literature review on code switching and identifies the factors facilitating or inhibiting it. The paper focuses on whether code switching in an EFL classroom environment occurs because of the difficulties learners have when communicating from one language to the other; whether having a native teacher helps students or not and how code switching is influenced by several factors, such as the speakers' age.
Highlights
Within an EFL classroom, the target language is expected to be the main language in the classroom, both as the language of instruction and communication
Despite the fact that a lot of related studies already exist, the purpose of the current study is to focus on the reasons for code switching within an English foreign language classroom rather than a general term, which, as mentioned previously, it can occur on an everyday basis by bilinguals, or multilinguals, in their homes and communities
Code switching in the EFL Classroom. As it can be seen from the research [8], code switching is unavoidable in an EFL classroom environment
Summary
Within an EFL classroom, the target language is expected to be the main language in the classroom, both as the language of instruction and communication. The use of L1 and the switch from one to the other is often seen in foreign language classrooms. Teachers consider this situation as negative, but at the same time inevitable. Code switching can exist within a bilingual house, or community, not necessarily in a language classroom. Milroy and Muysken [25](pp.7) defined it by saying that ‘code switching is the alternative use by bilinguals of two or more languages within the same conversation’. Gumperz [10] for example, suggested two different categories of code switching; situational and conversational. The reason why code switching exists is important, despite the different definitions and types. As Holmes [11] (pp.35) suggested, ‘a speaker may switch to another language as a signal of group membership and shared ethnicity with an addressee’
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