HANOI UNIVERSITY

ENGLISH DEPARTMENT

LANGUAGE ACQUISITION THEORIES

ASSIGNMENT
TOPIC: TYPES AND IMPACTS OF USING CODE-
SWITCHING IN ENGLISH CLASSROOMS

Supervisor: Vu Thi Phuong Thao, M.A.

Students:
1. Đỗ Thị Hồng Vân; Student’s ID: 2207010293
2. Trần Ngọc Anh; Student’s ID: 2007020020
3. Đào Thị Thu Huyền; Student’s ID: 2007030044

Hà Nội, 2025
 STATEMENT OF ORIGINALITY

This is to certify that to the best of our knowledge, the content of this paper is
our own work. This paper has not been submitted for any degree or other purposes.
We certify that the intellectual content of this paper is the product of our own work
and that all the assistance received in preparing this paper and sources have been
acknowledged.

Date: _____________________
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Leader’s signature: ______________________

I. Overview of the theoretical aspect of the topic

1. Definition of code-switching (CS)
 Code-switching has garnered significant interest from scholars and experts, who
have approached its study from various perspectives. In the past few decades, Heller
(1988) defined code-switching as the use of two languages in a single utterance or
conversation. Meanwhile, Cook (1991) refers to it as the process of “moving mid-
speech from one language to the other when both speakers share the same languages”.
For example, a speaker might start a sentence in English and smoothly continue it in
Spanish if both participants are fluent in these languages.
In recent times, according to Cook (2014), code-switching is a sophisticated
linguistic phenomenon characterized by the simultaneous use of multiple grammatical
systems and vocabularies. It is not merely the ability to understand various
grammatical structures and lexicons; rather, it signifies the capacity to transition
seamlessly between them in an instant. Additionally, in linguistics, code-switching is
considered as the transition from one language or dialect to another based on social
context or conversational situation (Morrison, 2023).
Indeed, code-switching is a linguistic phenomenon that refers to the practice of
alternating between two or more languages, dialects, or varieties of a language within
a conversation, sentence, or discourse. This phenomenon is commonly observed in
multilingual or bilingual speakers who use different linguistic codes based on
contextual factors.
2. Discussions or theories of the topic
2.1. Types of code-switching
Poplack (1980) grammatically categorized code-switching, the practice of
alternating between two or more languages within a single conversation, into three
distinct types based on linguistic factors. Tag switching, also known as extra-
sentential code-switching, involves inserting short phrases or single words from one
language into an utterance primarily in another language, often serving as
interjections, sentence fillers, or discourse markers. The second type, intra-sentential
switching, occurs within the boundaries of a single sentence or clause, demonstrating
a more integrated use of both languages. Finally, inter-sentential switching refers to
alternate languages between complete sentences, creating a more pronounced shift
between linguistic systems.
 2.2. Benefits and drawbacks of code-switching in English language
classrooms

One of the primary benefits of code-switching in the classroom is its ability to

reduce learner anxiety (Almansour, 2024). By incorporating the students' mother
tongue into lessons, teachers can alleviate stress and create a more supportive learning
environment. Additionally, Ezeh, Umeh, and Anyanwu (2022) emphasize that code-
switching has been shown to have progressive and positive effects on language
learning. Teachers often use this technique to clarify complex concepts, provide
detailed explanations, or scaffold challenging materials. Motivation is another
significant advantage of code-switching (Ng and Singh, 2024). Code-switching serves
as an effective motivator for language learners, enhancing their connection with the
English language by promoting relatability, enjoyment, and a constructive approach to
learning. By fostering a positive and enjoyable classroom atmosphere, code-switching
can motivate students to remain committed to their English studies.

On the other hand, code-switching presents its own set of challenges. According
to Sun (2024), one major drawback is the risk of fostering dependence on the mother
tongue. Dependence can impede learners' progress in developing fluency and
confidence in English, as they may default to their native language instead of striving
to express themselves in English. Another concern is the potential for semantic
misunderstandings, particularly in classrooms with students of varying proficiency
levels (Rozaki et al., 2023). When teachers alternate between languages, some
learners may misinterpret the intended meaning or fail to grasp the nuances of the
target language.

II. Review of research studies on the topic

Research 1: Code-Switching Use Of English Major Students At English
Speaking Classes At University Of Foreign Languages, Hue University (Phan,
2021)
1. Summary of the research
 The study by Phan (2021) aims to identify three types of CS employed by
students and the benefits and challenges of using code-switching in English-speaking
classes. A mixed method was used in this study, including questionnaires for 174 first
and second-year English major students and interviews with 20 students.
Phan discovered that there are three types of code-switching (CS) used by
students during English-speaking activities: tag-switching, intra-sentential switching,
and inter-sentential switching. Furthermore, in terms of benefits, CS was identified to
improve students' understanding of new vocabulary and grammatical points that make
lessons more accessible. Additionally, it contributed to a comfortable and supportive
classroom environment, which fostered participation and collaboration among
students. However, overreliance on the first language (L1), which reduces English
proficiency was also noted.
2. Critical review of the research
2.1. Analysis and discussion
Phan’s (2021) research indicates three types of code-switching used in English-
speaking classes: tag-switching, intra-sentential switching, and inter-sentential
switching. Among these, inter-sentential switching was the most frequently employed
due to its usefulness for managing transitions and clarifying ideas. These findings
align with Poplack’s (1980) theory on types of code-switching, reinforcing the validity
of the study.
Phan's (2021) research explores the benefits and challenges of using code-
switching in English-speaking classes. A significant benefit of code-switching in the
classroom is its role in enhancing comprehension. Phan's study (2021), highlights that
students often switch to their first language to ask questions, seek clarification, or
share insights, ensuring that they fully understand the material being taught. Research
also found that students often use CS to better understand new vocabulary and
grammatical structures. Therefore, CS serves as a valuable pedagogical tool,
facilitating understanding and building students’ confidence in language learning. This
aligns with the idea of Ezeh, Umeh, and Anyanwu (2022), which underscores CS’s
importance in bridging linguistic gaps for learners with limited proficiency.
Additionally, the researcher investigated that CS contributes to creating a positive and
inclusive classroom environment. Students reported feeling more confident and
engaged when they could occasionally rely on their native language. This finding is
consistent with the study by Ng and Singh (2024), who emphasize that code-switching
serves as a motivational factor, enabling students to participate more actively in
speaking activities.
Despite its benefits, Phan’s research highlights several challenges associated with
code-switching. Over-reliance on L1 can hinder students’ English proficiency, as
some learners may utilize code-switching as a dependency rather than a strategic tool.
This was particularly evident in cases where students avoided fully immersing
themselves in the target language, thus limiting their opportunities to develop fluency.
These findings support those of Sun and Yang (2024) and Rozaki et al. (2023), who
caution that while CS can be beneficial, its overuse may impede language acquisition
by reducing exposure to the target language.
2.2. Limitations of the research/ Research gap
The limitation of this study is that it focuses on a single university, which restricts
the generalizability of its findings to other educational contexts. Additionally, while
the research provides valuable insights into student perspectives on code-switching, it
lacks significant input from teachers, whose experiences and strategies could offer a
more comprehensive understanding of CS's role in the classroom.
Research 2: EFL Learners’ Views on the Use of Code-Switching in Reducing
Speaking Anxiety (Sholikhah & Isnaini, 2024)
1. Summary of the research
In Sholikhah and Isnaini’s (2024) research, they sought to examine the types of
code-switching utilized by students in the classroom and to comprehend their
perspectives on the positive impact of code-switching on alleviating their speaking
anxiety. This exploratory qualitative study was conducted in a public senior high
school in East Java, Indonesia, with 34 11th-grade students in their second semester
(2023/2024), using class observations and semi-structured interviews as data
collection instruments.
The findings specifically show that there were three types of code-switching
during speaking in English language classes, namely tag-switching, intra-sentential
switching, and inter-sentential switching. Students most frequently used intra-
sentential switching (63.6%) because code-switching supported them when they faced
challenges in speaking, particularly when uncertain about the appropriate vocabulary
or grammatical structure to employ. Additionally, code-switching could help learners
mitigate speaking apprehension, reduce fear of negative evaluation, and test-related
anxiety which thereby fosters greater willingness to express their opinions during
classroom activities and enhances their motivation to actively engage in responding to
teachers' questions.
2. Critical review of the research
2.1. Analysis and discussion
Sholikhah and Isnaini found that three types of code-switching used by students
in English language classrooms align with Poplack's (1980) theoretical conclusions
about the types of code-switching which are tag switching (or extra-sentential code-
switching), intra-sentential switching and inter-sentential switching. Besides that, this
study sheds light on the positive aspect of code-switching, consistent with
Almansour’s (2024) perspective on implementing the code-switching method in the
English language classroom with strong and convincing evidence. Participants
specifically reported feeling nervous and lacking confidence when required to use
only English in class. Therefore, code-switching is perceived by English learners as an
effective strategy for managing speaking anxiety. However, researchers emphasize
that excessive dependence on code-switching may hinder the development of
language proficiency which supports the idea of Sun (2024). The use of CS is not
solely attributable to a lack of sufficient proficiency in maintaining an English
conversation; moreover, it serves a pedagogical function by helping students in
reducing anxiety and enhancing their performance in English language learning.
2.2. Limitations of the research/ Research gap
The limitations of the study are primarily associated with the reliance on a small,
self-selected participant group consisting of 34 students from an Indonesian English
language classroom. This sampling method introduces potential bias, as the
participants were not randomly selected and may not represent the broader population
of Indonesian EFL learners. As a result, the findings may lack generalizability,
limiting their applicability to other contexts or larger groups of learners. Additionally,
the small sample size restricts the statistical power of the study, potentially affecting
the conclusions drawn. Future research should take into consideration using a larger,
more diverse sample to improve the external validity of the results.
Research 3: A study on functions of code-switching in English language
classrooms (Fathanah, 2020)
1. Summary of the research
The study by Fathanah (2020) examines the types of code-switching employed by
English department students at Madura University in Indonesia. This qualitative
research, utilizing a descriptive case study approach, was based on video recordings of
15 seventh-semester students during their microteaching practice. The data were
analyzed to identify patterns in their language use.
Fathanah's findings reveal that two types of code-switching (CS) were prevalent
during English-speaking activities: situational code-switching and metaphorical code-
switching. The majority of participants predominantly used situational code-
switching, while only a few incorporated metaphorical code-switching. Notably,
situational code-switching occurred with greater frequency than metaphorical code-
switching. This study underscores the significance of context in the students' language
choices, highlighting the role of situational factors in shaping their code-switching
practices.
2. Critical review of the research
2.1. Analysis and discussion
Fathanah (2020) identified two types of code-switching based on contextual and
structural classifications: situational code-switching and metaphorical code-switching.
This classification differs from Poplack's (1980) framework, which outlines three
types of code-switching based on linguistic factors. Situational code-switching occurs
when language use shifts due to changes in the immediate environment. In contrast,
metaphorical code-switching involves a symbolic function, where language shifts
coincide with changes in the topic of conversation, signaling a shift in the perceived
nature of the interaction. Fathanah's study found that English department students
predominantly employed situational code-switching, often within clauses and
sentences, typically to provide further clarification. The distinction between
situational and metaphorical code-switching, as compared to Poplack's theory,
provides a more nuanced understanding of the diverse roles that code-switching plays
in bilingual communication.
2.2. Limitations of the research/ Research gap
Fathanah's research was based on video recordings of 15 seventh-semester
students at Madura University during the 2016–2017 academic year, with a focus on
microteaching. This non-random sampling method may induce bias, limiting the
findings' applicability to larger English-learning populations in Indonesia or other
educational contexts. Furthermore, data were collected only during microteaching
sessions, which may not accurately reflect the participants' natural language use in
other contexts.
III. Conclusion and application
1. Conclusion
In conclusion, the types of code-switching can be classified based on
grammatical; contextual and structural perspectives. Grammatical classifications
include intra-sentential, inter-sentential, and tag-switching, with their frequency of use
varying across different cultural and institutional contexts. From a contextual and
structural viewpoint, code-switching can be categorized into situational and
metaphorical types. Code-switching provides pedagogical and sociocultural value by
supporting content and language learning, helping students comprehend complex
concepts, and fostering effective classroom interactions. However, excessive reliance
on the mother tongue can hinder language development, especially when novice
teachers cause distractions or when students with varying proficiency levels
misinterpret the language used. Thus, it is essential to strike a balance between the
benefits and drawbacks of code-switching to ensure effective language acquisition and
to maximize its pedagogical potential.
2. Application
Educators should tailor language instruction and strategies to meet students'
diverse needs in the classroom. Teachers must think carefully about effectively
scaffolding language use while motivating students to expand their language
repertoire (Sholikhah & Isnaini, 2024). According to Phan (2021), utilizing code-
switching in English language instruction facilitates clear message transfer between
speakers and hearers. Fathanah (2020) cited that code-switching can be studied to
improve classroom dynamics and language teaching strategies, especially in bilingual
or multilingual environments. It can help educators understand how students use both
languages in communication and their cognitive processes.
(Word count: 2175)

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