PATTERNS OF CODE-SWITCHING BETWEEN ENGLISH, UZBEK, AND RUSSIAN IN ENGLISH LANGUAGE CLASSROOMS
DOI:
https://doi.org/10.55640/Keywords:
code-switching, English language teaching, multilingual education, classroom interaction, communication strategies, motivation, methodological recommendations.Abstract
This article provides an in-depth analysis of code-switching practices between English, Uzbek, and Russian in English language classrooms. The study explores the reasons for code-switching by both teachers and students in a multilingual context and its impact on teaching and learning. Findings suggest that code-switching serves as an effective tool to clarify meaning, explain new concepts, provide cultural context, and engage learners in active communication. At the same time, the study acknowledges potential drawbacks of excessive code-switching, such as reduced linguistic independence and slower language competence development. The article also proposes methodological recommendations for organizing effective English lessons in multilingual classrooms, emphasizing balanced and purposeful code-switching strategies.
References
1.Auer, P. (1998). Code-switching in conversation: Language, interaction and identity. London: Routledge.
2.Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423.
3.Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes, and policies. AILA Review, 16(1), 38–51.
4.García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan.
5.Macaro, E. (2009). Teacher use of code-switching in the second language classroom: Exploring “optimal” use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35–49). Bristol: Multilingual Matters.
6.Myers-Scotton, C. (1993). Social motivations for codeswitching: Evidence from Africa. Oxford: Oxford University Press.
7.Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8), 1–6.
8.Wei, L. (2013). Conceptual and methodological issues in bilingualism and multilingualism research. In T. Bhatia & W. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (2nd ed., pp. 26–51). Oxford: Wiley-Blackwell.
9.Zabrodskaja, A. (2007). Russian-Estonian code-switching in the university classroom. International Journal of Bilingual Education and Bilingualism, 10(3), 301–319.
10.Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Oxford: Blackwell.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
