Abstract:

This study explored and analyzed the use of code switching (between L1 and L2) as a pedagogical tool in English as a Foreign Language (EFL) classrooms at the undergraduate level. It explored ways in which the use of code switching by teachers and the behavior of students towards it can be used as a pedagogical tool to enhance learners’ success. Both quantitative and qualitative research methods were used to achieve the objectives of the study. A sample of 30 male and female teachers and 30 male and female students was taken from a university and a college situated in Rawalpindi, Pakistan. The data was collected using a pre-structured questionnaire which contained both open-ended and closed-ending questions and was distributed among the EFL teachers and learners. The questionnaires were filled in by the teachers and students and later analyzed by the researcher. The study found that reasons for English teachers’ use of code-switching vary depending upon the lesson topics, teaching experience, and the students’ background knowledge. The study concluded that code switching can facilitate greater understanding and has the power to involve and the learners in the lesson. Moreover, a controlled/limited use of code-switching between L1 and L2 in EFL classrooms is useful both for teachers and learners as it significantly enhances learners’ success by supporting the pedagogical processes.

Keywords:

Code Switching, English as a Foreign Language, English Language Pedagogy.