Code-Switching in English Language Classrooms : A Sociolinguistic Study of Vocabulary Learning, Learner Confidence and Teacher Attitudes
This paper focuses on the teaching of English in multilingual environments, analyzing some of the socio-linguistic aspects of code-switching. It discusses the inter-dependence of teaching and learning vocab, learner confi-dence and teacher perception. It is based on a qualitative scoping synthesis of 19 peer-reviewed studies published between 2018 and 2024, including Indian classrooms and similar multilingual English language teaching (ELT) environments. The data suggest that well-planned switc-hing between English and a language of the learners’ familiarity can help define the meaning of words, improve recall, lessen anxiety about making mistakes, and enhance participation in the classroom. These improvements are most evident when learners have less than adequate English language skills and when classroom tasks are cognitively more challenging. Code-switching is not effective by design. Unplanned and excessive switching can, in fact, increase reliance on the code and decrease students’ purposeful use of English. Teacher perception is equally polarized. While many teachers see the value in switching, English-only policies, learner assessments, social prestige, and a lack of professional development act as barriers. Instead of an English-only classroom, the authors advocate for an English-rich classroom. Purposeful code-switching can facilitate the return to productive English.