CODE-SWITCHING AS A PEDAGOGICAL STRATEGY IN ENGLISH-MEDIUM INSTRUCTION: EVIDENCE FROM TECHNICAL UNIVERSITIES IN UZBEKISTAN
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This study investigates the patterns, functions, and perceptions of Uzbek–English code-switching in English-medium instruction (EMI) classrooms at two technical universities in Tashkent. Using a sequential explanatory mixed-methods design, the research combines 50 hours of audio-recorded lessons, code-switching episode analysis (N = 1,847 switches), stimulated-recall interviews with 14 instructors, and a survey of 196 students. Results show that code-switching is predominantly teacher-initiated (81 %), tag-switching and inter-sentential switching being the most frequent types. Three major functions dominate: (1) filling lexical gaps in technical terminology (48 %), (2) ensuring comprehension of abstract concepts (33 %), and (3) classroom management and rapport (19 %). Despite formal English-only policies, 93 % of students and 79 % of instructors view controlled code-switching positively. The study concludes that, in the current stage of EMI development in Uzbekistan, code-switching acts as an effective compensatory and scaffolding strategy rather than a sign of linguistic deficiency.
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