Motives of Utilization of Code-switching in Teaching English in Sudanese Multilingual Classroom

Abstract

This study aims at investigating the several uses and functions of code switching in teaching English language in multilingual classroom. EFL students at secondary level face hindrances and difficulties in understanding the English language; therefore, this study intends to help them overcome those problems. The researcher has adopted analytical and descriptive approach. Two questionnaires have been used as primary tools for collecting the data relevant to the study, namely a questionnaire for teachers of English language and a questionnaire for students at secondary schools. The study sample of questionnaire comprises (30) teachers and (60) students. Also, three experts and experienced teachers were interviewed for a short time concerning their impressions about the functions of code switching in teaching English language in multilingual classroom. So, both quantitative and qualitative tools are employed. The researcher applied (SPSS) program to analyze and verify the hypotheses. The study results are: Firstly, both teachers and students have positive attitudes towards the use of code switching. Secondly, they both use it for different reasons including socializing, linguistic competence, emphasis, and repetitive functions. Thirdly, it revealed that a good number of the teachers use both Arabic in English language classes. In the light of these results, the researcher recommends that the use of code switching should be increased to make students proficient in bilingual/multilingual situations. And since both teachers and students have positive attitudes towards using code switching in English language classes, it will be good if teachers adopt it as one of the techniques for teaching English language. Teachers should encourage their students to work collectively to improve their linguistic skills. Finally, the study includes some other recommendations and concludes with some suggestions for further studies.