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Subject: code-switching ×

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    STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT
    (SDU University, 2025) Yekaterina Nam; Davronzhon Gaipov
    English Medium Instructions (EMI) is a system that has become commonly adopted by numerous universities, and according to its specific peculiarities, EMI can deliver both opportunities and challenges to the learners. To prevent the challenges, some teachers implement code-switching into their lessons. This study is focused on students’ perceptions of teachers’ code-switching in EMI-context, considering TFL and Engineering students as representatives of students from Humanitarian and STEM faculties. Face-to-face interviews were conducted in this qualitative study. Eight participants: four students from the TFL faculty and four from the Engineering faculty, revealed their perspectives. The collected data was processed in thematic analysis. In conclusion, it was investigated that TFl-students’ perceptions of code-switching appear rather negative, contrasting with Engineering students’ perceptions. It was recommended for teachers to implement either code-switching or translanguaging strategically, in a deliberate manner, taking into account learners’ first languages, thus not leading to the phenomenon of discrimination.
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    ItemOpen Access
    The Effects of Code-Switching on Students’ Grammar Understanding in Kazakh Secondary English as a Foreign Language Classroom
    (SDU University, 2025) Moldagaliyeva I.
    This study explores the effects of teacher-led code-switching on students’ grammar comprehension in English as a Foreign Language (EFL) classrooms in Kazakhstan. A mixedmethod approach was employed, combining a teacher questionnaire (N = 107) and a quasiexperiment with tenth-grade students (N = 22). Drawing on Vygotsky’s Sociocultural Theory and Myers-Scotton’s Markedness Model, the research investigated whether incorporating students’ first language (Kazakh) supports grammar learning. The experimental results showed that both groups improved, but the code-switching group demonstrated slightly greater gains and reduced score variability. Survey findings revealed that most teachers consciously or habitually use code-switching and consider it effective, particularly for complex grammar topics. The study concludes that code-switching can serve as a valuable pedagogical tool, especially for learners with limited English proficiency, and recommends its strategic use in grammar instruction.