The paper titled "Code-switching on the Part of Saudi English Teachers in Foreign Language Classrooms" by Dr. Merzin Alshahrani focuses on the phenomenon of code-switching among Saudi English teachers at King Khalid University. The primary research question explores the reasons for and functions of code-switching in English as a Foreign Language (EFL) classrooms and the teachers' attitudes toward this practice.
The study aims to investigate the use of code-switching by Saudi EFL teachers, particularly in a context where English is taught as a foreign language, and Arabic is the students' native language. The research specifically examines how and why teachers switch between English and Arabic during classroom instruction, despite educational policies advocating for the exclusive use of English to maximize language exposure.
The research methodology employed in the study includes a mixed-method approach, combining classroom observations, audio recordings of lessons, and interviews with the teachers. Two Saudi English teachers participated in the study, both native Arabic speakers with significant experience in teaching English. The data were collected through two-hour classroom observations and follow-up interviews, where the teachers' code-switching behavior was analyzed in relation to its functions in the classroom.
The key findings of the study reveal that both teachers frequently engaged in code-switching, using it for various purposes such as topic shifts, affective functions, repetitive purposes, and addressing cultural aspects of Islam. The teachers switched between English and Arabic a total of 72 times during the observed classes, with the most frequent functions being explaining new vocabulary, giving instructions, and discussing Islamic cultural concepts. The study also found that the teachers held positive attitudes towards code-switching, viewing it as an essential tool for facilitating language acquisition, particularly for students with lower proficiency in English.
In conclusion, the study suggests that code-switching, while often considered an improper practice in EFL teaching, serves significant pedagogical functions in the Saudi educational context. The findings underscore the importance of balancing the use of English and Arabic in the classroom to enhance students' understanding and engagement. The study recommends that EFL teachers in Saudi Arabia should be aware of the benefits of code-switching and use it judiciously to support language learning without undermining the goal of English proficiency.