CODE-SWITCHING IN ESL CLASSROOMS: EXAMINING THE ROLE OF CODE-SWITCHING BETWEEN STUDENTS’ NATIVE LANGUAGE AND ENGLISH IN A LEARNING ENVIRONMENT
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This study investigates the role of code-switching, the practice of alternating between a student’s native language and English, in English as a Second Language (ESL) classrooms for secondary-level learners. Employing a qualitative case study design, the research examines how code-switching influences language acquisition, student engagement, and classroom dynamics. Data were collected through interviews, classroom observations, and analysis of teaching materials in public secondary schools and English learning centres in Tashkent, Uzbekistan during the 2024–2025 school year. Findings indicate that strategic code-switching enhances comprehension, encourages participation, and fosters inclusivity, though overuse may limit English proficiency. Challenges include managing linguistic diversity, ensuring balanced language use, and addressing limited teacher training. The study recommends structured code-switching strategies, professional development, and resource support to optimize ESL instruction. These insights contribute to developing effective, inclusive language learning environments for secondary learners.
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