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.
