The Role of Code-Switching in Fostering Learners’ Speaking in EFL Classroom

Abstract

Code-switching, a prevalent sociolinguistic phenomenon is increasingly observed in Algerian classrooms where English is taught as Foreign Language (EFL). Both teachers and learners often shift between English and other languages primarily Arabic or French to enhance understanding, clarify meaning, and support language learning. Its widespread use across various educational stages underscores its role in overcoming linguistic challenges and improving communication in EFL contexts. The core aim of the current study is to explore the existence and the reasons behind the use of code-switching as well as to investigate its role in facilitating interaction and comprehension in the EFL classroom. Accordingly, this study seeks to address the following research questions: 1) Do EFL teachers and students code-switch? 2) In what way does code-switching facilitate comprehension and communication in multilingual classroom? 3) Which role does code-switching play in peer interaction and collaboration among language learners? In response to these questions and to fulfill the aim of the study, two questionnaires are designed. The first one is administered to the teachers of English and the second questionnaire is delivered to third-year English students in the Department of Foreign Languages at Mila University Centre Abdelhafid Boussouf. The findings indicated that code-switching is an effective strategy for bridging lexical gaps and enhancing comprehension and communication among teachers and students. It is recommended that classroom code-switching should be used to improve students' speaking skill and comprehension, as it serves several functions that promote the acquisition of foreign languages in Algerian EFL classroom contexts.