Exploring code - switching as a pedagogical strategy in primary school EFL classrooms

Abstract

Code-switching, defined as a naturally occurring practice where speakers shift between two or more languages during communication (Murtiningsih et al., 2022), has emerged as a pedagogical strategy in English as a Foreign Language (EFL) classrooms. Against the backdrop of the prevalence of bilingual education worldwide, young learners in non-English speaking countries are facing challenges in immersive English environments. This study synthesizes existing literature to explore its various functions: pedagogical, affective, and sociocultural. However, some teachers worry that using first language too much might slow down English learning, and students may rely on their native language instead of practicing English. To solve these issues, the study offers some strategies: tailored teacher training, proficiency-adjusted code-switching practices, and policy reforms legitimizing its pedagogical value. By strategically balancing L1 and L2, code-switching can enhance language acquisition while nurturing supportive learning environments for primary EFL students.