Abstract
This study was designed to explore the case of English teachers in teaching literature. Specifically, this study focused on: a) finding the reasons why teachers codeswitch when teaching English literature; b) the effect of codeswitch in learning a new lesson and in the practice of the English language. It made use of qualitative research and applied the case study approach with Colaizzi as a method of analysis. Three (3) teachers were interviewed and observed, and eight (8) students were used for the focus group discussion (FGD). The study revealed that teachers codeswitch to facilitate understanding among learners. The study also uncovered that codeswitching affects learners by igniting their interest and hindering their fluency in the English language. Hence, code-switching should be used sparingly to help learners improve their English language communication skills Since there are limitations of the study, it is therefore recommended that the next researchers should have an in-depth exploration of a certain case, consider the wider scope of the study, and conduct more readings related to the study.
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