Investigating Code-Switching in EFL/ESL Classrooms: Perspectives of Tertiary-Level EFL/ESL Instructors

Code-switching (alternating students’ first language or L1 with English or L2) has emerged as a common and even unavoidable instructional strategy in multilingual EFL/ESL classrooms. This paper discusses the perceptions of tertiary-level EFL/ESL instructors on using code-switching in Saudi universities. The researchers employed an elaborate questionnaire to elicit information from 38 randomly chosen educationists about their perception of code-switching, trends, and its purpose for teaching, student reactions, comfort level of the professors while using code-switching, university rules’ effect on usage and experience in teaching. The results showed that people use code-switching intentionally and frequently, especially when discussing complex grammar and vocabulary. Most of the instructors were very comfortable with the exercise and saw that their students were responding well. Conversely, some individuals indicated that their colleges have regulations that render code-switching difficult or unfeasible. The research also revealed that more experienced educators employ code-switching with higher frequency and assurance. The results indicate a disparity between university language policies and classroom practices. They also demonstrate the significance of amending these policies and training educators to employ code-switching as a valid pedagogical strategy in multilingual EFL/ESL environments.