Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms

Abstract

The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success