Code-switching, a teaching and learning strategy for EFL intermediate level classrooms

Abstract

The issue that this study addresses is the debate of using L1 in EFL classroom environments. For this, the following research synthesis aims to analyze the impact of using code-switching (CS) in students’ academic performance in EFL intermediate level classrooms by analyzing 3 aspects: the effects, teachers’ and students’ perceptions and attitudes, and the functions of CS. Some theories regarding the L1 in EFL classes and the literature review were explained. The 22 empirical studies demonstrated the following results: first, CS impacts positively on students as it can be considered a good teaching strategy to solve common pedagogical issues and because it makes lessons easier to understand. Second, teachers and students hold positive attitudes towards CS since they are aware of the reasons behind its use in class and the benefits that it carries. Finally, some of the common functions of CS are introducing and understanding vocabulary, constructing content knowledge, creating opportunities to practice the language in a friendly and social environment, and enhancing classroom management. These results will lead to break the stigma around the use of L1 in EFL contexts and the proper application of CS with intermediate level students to enhance their academic performance.