Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms

Hammad Mushtaq,Rida Rabbani

doi:10.51732/njssh.v2i2.12

Abstract

The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success

Highlights

Language teachers in English language class often use codeswitching as an academic tool thinking that this helps the students’ learning and understanding as well as it is helpful to teachers in explaining
The present research strives to investigate the pedagogical implications of code-switching as tool by English language teachers and the attitude of the ELT students towards this phenomenon
Some methodologies favor the interference of mother tongue while others thinking that it may hinder the foreign or second language acquisition considering it as a ‘taboo’

Summary

Introduction

Language teachers in English language class often use codeswitching as an academic tool thinking that this helps the students’ learning and understanding as well as it is helpful to teachers in explaining. The present research strives to investigate the pedagogical implications of code-switching as tool by English language teachers and the attitude of the ELT students towards this phenomenon. In the present day multilingual language classrooms, it is a common phenomenon that English is taught with the help of the native language. Sometimes mother tongue interference is found as a common fact in English language classroom discourse of universities. Such type of phenomenon creates possibilities for classroom code-switching

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Methods

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Conclusion