Code-Switching in Second Language Teaching of English: Does it Matter?

Abstract

Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level incidence constant. In terms of code-switching use of mother tongue becomes, by default, a facilitator of task completion and cognitive collaboration. Code-switching is also believed to help ESL students understand the target language. The findings suggest that code-switching is required when using the first language in the classroom to help students master English.