Abstract
This paper presents the results of a study on pedagogical functions of code switching in teacher discourse in Content and Language Integrated Learning (CLIL) classroom in a Thai university. The data was collected by means of structured classroom observation, field notes, and audio recordings. The findings suggest that code switching is used primarily for a preventive purpose; the explanation is given in L1 because otherwise the lesson would not be understandable for the students, mainly due to the students’ low proficiency level. The instructor alternates languages in order to substitute words and phrases in another language and to emphasize content words and learning points that are the focus of the lesson. Self-repetition is the most frequently used emphasis technique. Furthermore, the lecturer code switches in order to give lucid clarification of difficult concepts and clear confusion, which facilitates learning.
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