AN ANALYSIS OF CODE SWITCHING'S NECESSITY AND APPLICATION IN TERTIARY EFL CLASSES

Abstract

The primary aim of this study is to ascertain whether code switching is required and how it is used in tertiary EFL classes. One hundred undergraduate with major in English along with ten instructors from two public higher education institutions, completed questionnaires as part of the study. Each of the two surveys had twelve question items each. It has been found that instructors themselves use their first language, which may be Urdu, to teach new vocabulary and concepts; they also allow students to use their mother tongue, and employ code switching to manage the EFL class. The study's findings highlight the significance of code switching and for a variety of reasons, students also combine Urdu and English in their EFL sessions, which helps both teachers and students, teach and learn effectively. The findings also show that a handsome number of teachers and students are in favor of switching from English to Urdu for a number of reasons in light of their sociolinguistic requirements. The study suggests that code switching be formally approved as a teaching method or tool in language classrooms in order to make instruction and learning more goal-oriented. This is due to the fact that code flipping in tertiary EFL classes significantly affects teacher-student discourse and increases awareness of the value and practicality of language mixing.