The Future of Education
The Affective Contribution of Code-Switching in Bilingual Classrooms: Insights from EFL and EMI Contexts in Oman
Amina Al Hashami, University of Technology and Applied Sciences-Nizwa (Oman)
Abstract
This study, based on the presenter’s PhD research, completed in 2023, explored the complexity and controversy surrounding code-switching practices in EFL (English as a foreign language) and EMI (English as the medium of instruction) classrooms in higher education institutions. Data were gathered from six university classes (three EFL and three EMI) in which the researcher used classroom observations and video recordings to identify incidents of CS that occurred during these classes. These incidents were subsequently explored in depth through student focus groups and semi-structured interviews with participant teachers and students.Thematic analysis identified nine recurring themes and revealed that CS contributes to emotional comfort, reduces anxiety, and strengthens teacher–student rapport. These findings suggest that CS functions not only as a pedagogical tool but also as an affective and psychological dimension embedded in language use, influencing students’ engagement and participation.
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Keywords |
Code-switching, Bilingual Classrooms, EFL and EMI contexts, affective dimension |
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REFERENCES |
[1] Al Hashami, A. (2023). Exploring the complexity and controversy of code-switching practices in the EFL and EMI classrooms at a higher education institute in the Sultanate of Oman (Doctoral dissertation, University of Exeter). University of Exeter Research Repository. https://hdl.handle.net/10871/133308 [2] Suganda, L. A., Petrus, I., & Zuraida. (2021). EFL teacher’s code-switching in the social emotional learning context. Indonesian Research Journal in Education (IRJE), 5(2), 317–344. |
