Analyzing Teachers’ Reported Motives and Students’ Perceived Effects of Code-Switching in English Classrooms in Hyderabad

Abstract

 This study has been conducted to investigate teachers’ reported reasons for using code-switching in the English classroom, and the benefits and drawbacks perceived by students. This study is qualitative in nature, in which structured interviews were used to collect data, and the data were analyzed through thematic analysis. Purposive sampling was used to select the sample, which consisted of 30 participants. The participants were 15 students and 15 teachers from Hyderabad. The results of this study indicate that most of the teachers prefer code-switching to explain grammatical rules and difficult vocabulary, and some students perceive it as helpful, while others find it concerning. The study recommends a balanced integration of code-switching in the English classroom.

Key words: code-switching, ESL classroom, bilingual education, (L1) support, Hyderabad