IS CODE SWITCHING BENEFICIAL IN A BILINGUALISM CLASSROOM? A QUALITATIVE ANALYSIS OF THE TEACHERS' PERCEPTION

Abstract

This study investigates the role and perception of code-switching (CS) among English language teachers in bilingual classrooms in Pakistan. Code-switching, defined as the use of more than one language within a single discourse, is often employed by teachers to facilitate understanding and improve communication among students. Despite its controversial nature, many educators recognize its educational benefits. Through qualitative semi-structured interviews with ten highly qualified teachers possessing MS and PhD degrees in English linguistics, the research explores teachers' beliefs regarding the advantages of code-switching as a pedagogical strategy. Key themes identified include comprehension enhancement, increased student engagement, and the importance of cultural context. Findings suggest that code-switching not only aids in vocabulary acquisition and reduces language anxiety, but also fosters a supportive learning environment. While teachers emphasize the necessity of moderation to prevent over-reliance on native language, they assert that code-switching is a valuable tool that addresses the diverse proficiency levels of students. Ultimately, the study aims to provide insightful information that can guide English language educators in effectively utilizing code-switching to enhance teaching and learning outcomes in multilingual classrooms.