CODE-SWITCHING IN ESL CLASSROOMS: A PEDAGOGICAL TOOL OR A LINGUISTIC BARRIER?
Keywords:
Keywords: code switching; ESL pedagogy; classroom scaffold; bilingualism; working memory; TESL.Abstract
Abstract. This study investigates the functions, effects, and pedagogical implications of teacher and learner code‑switching in English as a Second Language (ESL) classrooms. Drawing on mixed‑methods research—including classroom observations, case studies, and controlled experiments—this article examines both helpful and inhibiting aspects of code‑switching, with particular attention to proficiency level, working memory, and sociocultural context. Findings show that teachers often deploy code‑switching to scaffold understanding of difficult vocabulary and maintain classroom management, especially at lower proficiency levels (Gulzar, 2015; Munawaroh et al., 2022; Sciepub, 2018). Meanwhile, exposure to code‑switched input aids novel word retention in bilingual children and improves motivated participation (PMC, 2022; Byers‑Heinlein et al., 2023). However, children with weaker verbal working memory may not benefit and might experience reduced language outcomes (PMC, 2021). The article concludes with pedagogical recommendations on strategic and minimal code‑switching, tailored to learner levels and cognitive capacities.
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