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Rajabova Hilola O’ktamboy qizi
Webster MA TESOL student Code-Switching
PRACTICES IN MULTILINGUAL CLASSROOMS
Abstract:
This paper explores the pedagogical dimensions of code-switching practices in
multilingual classrooms, focusing on their functions, the attitudes of teachers and learners, and
their implications for language education. Drawing on empirical studies from European
multilingual contexts, the research identifies code-switching not merely as a linguistic
phenomenon but as a strategic instructional tool. The study reveals that teachers employ code-
switching to scaffold student understanding, manage classroom interaction, and support affective
learning. Despite traditional concerns about linguistic purity, growing evidence supports the
cognitive and communicative benefits of code-switching in linguistically diverse learning
environments. Moreover, the paper highlights the importance of teacher training, institutional
openness, and inclusive language policies to effectively implement multilingual pedagogies.
These findings offer valuable insights for educational systems in countries like Uzbekistan,
where classrooms are increasingly linguistically diverse and the role of the native language in
EFL (English as a Foreign Language) instruction remains underexplored.
Keywords:
Code-switching, Multilingual classrooms, Translanguaging, Language pedagogy,
Teacher attitudes, Student attitudes, Classroom interaction, Bilingual education, Educational
policy, Uzbekistan EFL context
Аннотация:
В данной статье исследуются педагогические аспекты практики
переключения кодов в многоязычных классах, с акцентом на их функции, отношение
преподавателей и учащихся, а также последствия для языкового образования. На основе
эмпирических исследований, проведённых в многоязычных странах Европы,
переключение кодов рассматривается не только как лингвистическое явление, но и как
стратегический инструмент обучения. Исследование показывает, что учителя используют
переключение кодов для поддержки понимания учащимися, управления взаимодействием
в классе и содействия эмоциональному обучению. Несмотря на традиционные опасения
относительно “языковой чистоты”, растущее количество доказательств подтверждает
когнитивные и коммуникативные преимущества переключения кодов в лингвистически
разнообразной учебной среде. В статье также подчеркивается важность подготовки
учителей, открытости со стороны образовательных учреждений и инклюзивной языковой
политики для эффективного внедрения многоязычного обучения. Эти выводы
представляют собой ценные рекомендации для таких стран, как Узбекистан, где классы
становятся всё более многоязычными, а роль родного языка в преподавании английского
как иностранного остаётся малоизученной.
Ключевые слова
: переключение кодов, многоязычные классы, транслингвизм, языковая
педагогика, отношение учителей, отношение учеников, взаимодействие в классе,
билингвальное образование, образовательная политика, контекст Узбекистана в
преподавании английского как иностранного.
Annotatsiya:
Ushbu maqolada ko‘p tilli sinflarda kod almashtirish amaliyotining pedagogik
jihatlari o‘rganilgan bo‘lib, uning funksiyalari, o‘qituvchi va o‘quvchilarning unga bo‘lgan
munosabatlari hamda bu holatning til o‘qitishdagi ta’siri tahlil qilinadi. Yevropadagi ko‘p tilli
ta’lim kontekstlarida o‘tkazilgan empirik tadqiqotlarga tayangan holda, kod almashtirish faqat
tilshunoslik hodisasi emas, balki strategik o‘quv vositasi sifatida namoyon bo‘lishi aniqlangan.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 16, issue 02, 2025
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Tadqiqot natijalari shuni ko‘rsatadiki, o‘qituvchilar kod almashtirishdan o‘quvchilarning
tushunchasini chuqurlashtirish, sinfdagi muloqotni boshqarish va hissiy o‘rganishni qo‘llab-
quvvatlash uchun foydalanadilar. An’anaviy “til sofligi” haqidagi xavotirlarga qaramay, til
jihatidan turfa muhitda kod almashtirishning kognitiv va kommunikativ foydalari borligiga oid
dalillar tobora ortib bormoqda. Maqolada, shuningdek, ko‘p tillilikka asoslangan ta’limni
samarali joriy etish uchun o‘qituvchilarni tayyorlash, ta’lim muassasalarining ochiqligi va
inklyuziv til siyosatining muhimligi ta’kidlanadi. Ushbu xulosalar O‘zbekiston kabi mamlakatlar
uchun muhim bo‘lib, bu yerda sinflar tobora ko‘p tilli bo‘lib borayotganiga qaramay, ingliz tilini
o‘qitishda ona tilining o‘rni hali yetarli darajada o‘rganilmagan.
Kalit so‘zlar
: kod almashtirish, ko‘p tilli sinflar, translanguaging (tillararo almashuv), til
pedagogikasi, o‘qituvchilar munosabati, o‘quvchilar munosabati, sinfdagi muloqot, ikki tilli
ta’lim, ta’lim siyosati, O‘zbekistonda EFL (ingliz tili chet tili sifatida) konteksti.
Introduction.
In today’s increasingly globalized world, multilingualism has become a
defining characteristic of many classrooms, especially in regions where diverse linguistic
communities coexist. Teachers and students often bring with them not only knowledge of
multiple languages but also distinct linguistic identities and repertoires. Within such multilingual
settings, code-switching—the practice of alternating between two or more languages during
communication—has emerged as both a natural phenomenon and a potential pedagogical
resource.
Historically, code-switching was perceived negatively in many formal educational
contexts, often associated with confusion, lack of proficiency, or a threat to target language
acquisition. However, recent research—particularly from German multilingual classrooms—has
challenged these assumptions, presenting compelling evidence that code-switching can serve a
variety of instructional and interpersonal functions (Ferguson, 2003; García & Wei, 2014).
Teachers use it to scaffold student understanding, manage classroom interaction, and build
affective connections with learners. These functions are particularly relevant in contexts where
students are learning in a second or foreign language.
In Germany, for instance, studies have shown that teachers strategically incorporate
learners’ home languages—such as Turkish, Arabic, Russian, and Kurdish—into instruction to
facilitate deeper comprehension and engagement. Recent empirical findings (Decristan et al.,
2024) demonstrate that such translanguaging practices do not disrupt classroom management or
academic achievement; on the contrary, they enhance students’ participation, confidence, and
overall classroom climate.
In Uzbekistan, while most secondary school students are enrolled in monolingual
programs with Uzbek or Russian as the primary medium of instruction, many learners also speak
regional or minority languages at home. Additionally, the rising importance of English has made
the English as a Foreign Language (EFL) classroom a site of multilingual interaction, where
Uzbek, Russian, and English frequently intersect.
However, the systematic use of students’
native languages for pedagogical purposes remains underexplored, and often discouraged by
traditional language policies.
This paper seeks to explore the functions, attitudes, and pedagogical implications of code-
switching in multilingual classrooms. Drawing on both international literature and relevant
findings from the German educational context, it aims to provide insights into how such
practices can be leveraged in Uzbek EFL classrooms to improve student engagement and
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ILMIY METODIK JURNAL
learning outcomes. It also addresses teacher beliefs, institutional constraints, and the need for
policy reforms that support multilingual didactics.
Literature review
. The phenomenon of code-switching has been extensively examined
across disciplines, including sociolinguistics, psycholinguistics, and language education. Early
research on code-switching often viewed it as a sign of linguistic deficiency or interference,
especially in formal educational contexts (Poplack, 1980; Myers-Scotton, 1993). However, over
the past two decades, a growing div of scholarship has shifted toward a more nuanced and
positive interpretation, recognizing code-switching as a legitimate communicative and
pedagogical strategy in multilingual settings (García & Wei, 2014; Creese & Blackledge, 2010).
Code-switching as a Pedagogical Tool
Recent studies emphasize that code-switching serves various instructional functions, such
as explaining complex concepts, clarifying instructions, checking comprehension, and managing
classroom behavior (Macaro, 2009; Ferguson, 2003). In multilingual classrooms, teachers use
code-switching to scaffold students’ learning, particularly when learners are at lower levels of
proficiency. For instance, García (2009) introduced the concept of “translanguaging”, which
goes beyond code-switching to describe the dynamic process by which multilingual individuals
draw on their full linguistic repertoire to make meaning.
In the world educational contexts, empirical research has shown that teachers working with
linguistically diverse students including Turkish, Arabic, and Russian. These practices are not
viewed as detrimental to language learning; rather, they enhance learner engagement and build
bridges between home and school discourses.
Attitudes Toward Code-switching
Despite these benefits, code-switching remains a controversial practice in many
educational systems. Negative attitudes are often rooted in language ideologies that prioritize
monolingualism and associate language mixing with a lack of academic rigor (Auer, 1998;
Hornberger & Link, 2012). However, studies show that both teachers’ and students’ attitudes
toward code-switching vary depending on context, training, and institutional support. For
example, in a study conducted in German secondary schools, Yildiz & Genç (2021) found that
teachers who had received professional development in multilingual pedagogies were more
likely to embrace code-switching as an effective instructional tool. Conversely, teachers working
in rigid, exam-oriented systems tended to view code-switching as a distraction or weakness.
Code-switching in EFL Classrooms
In the context of English as a Foreign Language (EFL) instruction, code-switching is often
used to bridge the gap between learners’ L1 (first language) and the target language. Macaro
(2001) argues that judicious use of the L1 can increase learners’ confidence and reduce cognitive
load, especially during complex language tasks. However, the balance between target-language
input and native-language support remains a delicate one.
Studies from Central and Eastern Europe (including Germany, Hungary, and Poland) suggest
that policy constraints and teacher beliefs significantly influence how and whether code-
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switching is used in EFL classrooms (Rolin-Ianziti & Brownlie, 2002). Teachers who feel
pressured to maintain an “English-only” environment often suppress code-switching, even when
it might benefit learning.
Implications for Uzbekistan
Although the literature on code-switching in Uzbekistan’s multilingual classrooms is
limited, similar linguistic dynamics exist. Uzbek, Russian, Karakalpak, and various regional
languages co-exist within the educational system. In most EFL classrooms, Uzbek or Russian is
used as the medium of instruction, but code-switching between these languages and English is
common—albeit rarely acknowledged in official curricula. Given the international research
findings, Uzbekistan has the potential to reframe code-switching as a strategic teaching tool,
particularly in EFL education. However, this will require teacher training, curriculum adaptation,
and a shift in language ideologies that currently favor rigid monolingual practices.
Conclusion
This paper has explored the complex and multifaceted role of code-switching in
multilingual classrooms, with a particular focus on its functions, attitudes, and pedagogical
implications. Drawing on both international research—especially from German educational
contexts—and local observations relevant to Uzbekistan, the study underscores that code-
switching is not merely a linguistic phenomenon, but a powerful instructional tool when used
strategically. Findings from the literature reveal that code-switching can support learner
comprehension, build rapport between teachers and students, and create a more inclusive
classroom environment. In Germany and other multilingual societies, teachers who embrace
multilingual pedagogies often report higher student engagement and deeper understanding.
While concerns about overuse or dependency on the first language remain valid, controlled and
purposeful code-switching can complement rather than hinder language acquisition.
In Uzbekistan, where students often operate across Uzbek, Russian, and English, the EFL
classroom represents a unique opportunity to integrate code-switching practices in a
pedagogically meaningful way. Yet, such potential is limited by traditional monolingual
ideologies and a lack of teacher training in multilingual strategies. For code-switching to be fully
recognized as a legitimate teaching approach, it must be supported through professional
development, flexible language policies, and research-informed curriculum reforms.
Ultimately, rethinking the role of code-switching in education means acknowledging the
linguistic realities of learners and empowering teachers to draw on all available resources to
foster meaningful learning. As Uzbekistan continues to expand its commitment to
multilingualism and English language education, embracing translanguaging and code-switching
practices could play a pivotal role in shaping more effective and equitable classrooms.
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JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 16, issue 02, 2025
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