Published 2025-05-15
Keywords
- Code-switching, English as a Second Language, Classroom communication, Language proficiency, Interactional discourse analysis
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This study examines code-switching (CS) in Saudi Arabian ESL classrooms, focusing on its educational, communicative, and social implications. Code-switching, the alternation between languages in discourse, is analyzed through sociolinguistic and interactional lenses to explore its motivations, functions, and student attitudes. It reveals that CS serves as a cognitive and social tool, aiding comprehension, engagement, and cultural identity expression. Thematic analysis shows that CS bridges linguistic gaps, fosters peer interaction, and creates a supportive learning environment, particularly for students with differing English proficiency. It facilitates vocabulary, grammar, and communicative skills development while reducing anxiety and boosting confidence. Key functions include translation, seeking assistance, and strengthening social bonds. The paper concludes that CS supports, rather than hinders, L2 acquisition, promoting dynamic and inclusive classrooms. Incorporating sociolinguistic theories, the research highlights CS's role in linking language, culture, and identity and offers practical insights for ESL teaching in Arabic-speaking contexts.