Code-Switching In EFL Classrooms At The Tertiary Level In Bangladesh

Abstract

This research aims to show how English as a Foreign Language (EFL) instructors employ code-switching in a classroom with university students. Codeswitching in text messaging, code-switching in spoken communication, and code-switching between university instructors and students in linguistics have generated discussion and attention on its causes and perceptions. Young adults may use code-switching as a way to show off, and some use it as an English practice technique. But when speaking with their professors, college students occasionally or even regularly use code-switching by accident. Research on code-switching is common in spoken communication in EFL classrooms between tertiary-level university students and instructors is scarce, but it is uncommon in written communication.  This research aims to show how English as a Foreign Language (EFL) instructors employ code-switching in a classroom with university students. The goal of the research is to determine the reasons, perceptions, effects, and details underlying the code-switching behaviors of EFL teachers and how well they impact student learning in the classroom. The study design employed a qualitative approach, as evidenced by the data gathered from survey-structured interviews with EFL teachers and students and classroom observations. The study's conclusions show that EFL teachers use language switching to help students understand, establish a rapport with them, and give cultural context.