Strategic Use of Code-Switching as a Pedagogical Tool in L2 Context: A Survey-Based Study

Abstract

Strategic use of code-switching in foreign language classes has been theorized as a pedagogical tool that teachers use to support learners' understanding of complex content. Around this theme, this survey-based study aimed at investigating the effects of code-switching and its functions among teachers who teach English as a foreign language (EFL). A sample of 37 male and female teachers from public schools in the Nablus Directorate of Education was recruited to complete a questionnaire administered via Google Forms.  Descriptive statistics were used to identify the EFL teachers' perceptions of the functions and effects of code-switching in EFL classrooms. Results showed that EFL teachers had a positive perception of the functions and effects of code-switching, especially in supporting students’ confidence, clarifying and explaining vocabulary and grammar, checking students’ understanding, and providing instructions in EFL classrooms. Results also revealed that the effect domain, which included items related to developing fluency and communication, scored relatively lower than the function domain. Based on the findings, code-switching can be considered a useful pedagogical and strategic tool that should be tolerated by decision-makers and supervisors, as it supports learners' understanding of complex content without undermining target language exposure.