Code-Switching and Second Language Acquisition: A narrative approach

Document Type : Academic scientific reviews of any other material related to the main domains of this Journal.

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English department- Northern Border University

Abstract

The current research is narrative dealing with the viewpoint of an Egyptian English language teacher on the employment of code-switching in second-language classrooms. It aims to discover how the teacher employed code-switching in her teaching process due to her experience with it as a student. How does an Egyptian English language teacher view and employ code-switching in her teaching in class, and how does this relate to her language-learning experiences at a language school? is the primary research question. This study is important because it adds to the continuing debate about employing code-switching in second-language classrooms by offering an experienced point of view of someone who has passed the experience of code-switching both as a teacher and as a student. From the perspective of an Egyptian English language teacher, the strategic use of code-switching is beneficial in the early stages at schools. The study conducted three interviews using a narrative inquiry methodology. The major finding is that too much reliance on code-switching can hinder language learning, especially in the late stages of learning.

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