Teachers’ Code-Switching in Primary EFL Classroom: Is It Good or Bad?

Abstract

This study investigates the characteristics of code-switching (CS) in a Chinese primary EFL classroom, focusing on frequency and types of teachers' CS, as well as teachers' and students' attitudes toward it. Data on CS characteristics were gathered from three English classes using recording pens. Attitudinal data were obtained from separate questionnaires for teachers and students. Qualitative data (which include characteristics) were analyzed using thematic coding, while quantitative data (which include attitudes) were processed using SPSS 27.0. Results indicate that Year 4 teachers engaged in CS more frequently. Three CS types were identified, with inter-sentential switching being the most frequent in classes, followed by tag switching and intrasentential switching. Both teachers and students shared a positive attitude towards CS used by teachers in class management, subject access, and relation building. In EFL classrooms, CS, particularly inter-sentential switching, should be used to support teachers in these aspects.