THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
148
CODE-SWITCHING AND HUMORISTIC EFFECT OF METAPHOR
Kendjaeva Zemfira
Teacher
at Uzbek State World Languages University
https://doi.org/10.5281/zenodo.14685218
Annotation.
Focusing on the strategic use of code-switching in multilingual
educational contexts, this article investigates how intentional language
alternation can enhance learning outcomes and foster inclusive classroom
environments. Drawing on classroom observations, teacher interviews, and
student focus groups, the study reveals that code-switching aids comprehension
by bridging linguistic gaps, relieving performance anxiety, and activating
cultural knowledge. Additionally, the research illustrates how humorous code-
switching can break monotony and humanize classroom interactions,
strengthening rapport between students and teachers. Far from signifying
linguistic incompetence, code-switching emerges as a valuable resource that
addresses speech interference and speech facilitation. The paper concludes with
recommendations for educators to integrate code-switching techniques
purposefully, thereby increasing student engagement, reducing language
barriers, and promoting a positive, collaborative learning atmosphere.
Keywords:
code-switching, multilingual education, speech interference,
speech facilitation, classroom engagement, bilingual pedagogy, language anxiety,
cross-cultural communication
Introduction
The multilingual classroom offers a rich tapestry of linguistic resources that
can both challenge and empower educators and learners. One prominent
strategy that often emerges in these environments is
code-switching
, defined as
the alternation between two or more languages or language varieties within a
single conversation or utterance (Gardner-Chloros, 2009). While code-switching
was historically viewed as a sign of linguistic incompetence or confusion, it has
increasingly been recognized as a powerful communicative, pedagogical, and
social tool (Baker, 2011). Teachers who skillfully deploy code-switching can
scaffold learning, foster engagement, and cultivate an inclusive atmosphere—
especially when teaching complex linguistic structures or culturally nuanced
materials (Canagarajah, 2013). However, the benefits of code-switching are not
confined to the practical facilitation of comprehension; it can also enhance the
classroom experience by introducing elements of humor, building rapport, and
reflecting authentic speech communities (Attardo, 2020).
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International scientific-online conference
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This thesis examines the pedagogical power of code-switching in
multilingual classrooms, with special attention to how it can enhance
engagement and learning outcomes. First, it reviews relevant literature on code-
switching, focusing on its role in language acquisition and social interaction.
Next, it explores how code-switching intersects with the phenomena of speech
interference and facilitation (Satibaldiyev, 2022), highlighting the ways in which
teachers and learners can harness these linguistic overlaps creatively. The
methodology section describes the qualitative and observational tools used to
investigate code-switching practices in university-level classrooms. The
subsequent discussion outlines how deliberate and spontaneous code-switching
fosters student participation, reduces anxiety, and helps navigate cultural
references. Finally, the thesis concludes with recommendations for educators in
multilingual contexts, emphasizing best practices and future research directions.
Literature Review
Scholars have identified various sociolinguistic, psychological, and
pedagogical dimensions of code-switching (Gardner-Chloros, 2009; Myers-
Scotton, 2005). In bilingual or multilingual contexts, code-switching serves
multiple purposes: it can clarify meaning, signal group identity, ease social
interactions, and even introduce humor. Its functional roles include the marking
of solidarity, topic-shifting, or emphasis (Baker, 2011). Research suggests that
when code-switching is strategically employed, it can scaffold second language
acquisition by providing learners with a bridge to new vocabulary and concepts
(Canagarajah, 2013).
One area that has gained increasing scholarly attention is the intersection
between code-switching and humor (Attardo, 2020). Switching from one
language to another can create moments of surprise or incongruity, triggering
laughter. These playful alternations may also act as a linguistic ‘wink,’
strengthening group cohesion among those who share the same languages
(Koestler, 1964). In the classroom, code-switched humor can humanize the
teacher, relieve tension, and break monotony—provided that the teacher is
mindful of learners’ differing linguistic proficiencies (Attardo, 2020). When
executed skillfully, such humor can enhance engagement and lead to deeper
cultural insights.
Multilingual settings often involve moments of speech interference,
wherein the influence of one language disrupts or alters the intended expression
in another (Сатибалдиев, 2022). While these interferences can be perceived as
errors or inaccuracies, they may also offer opportunities for creative language
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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use, prompting laughter or new forms of expression (Сатибалдиев, 2024).
Similarly, speech facilitation occurs when knowledge of one language aids in the
production or comprehension of another (Satibaldiyev, 2022). When teachers
understand how to navigate both interference and facilitation, code-switching
can be harnessed as a powerful tool, not only mitigating misunderstandings but
also enhancing learning.
Translating Media Texts in Multilingual Classrooms
Media texts—whether they are news articles, social media posts, or
advertisements—often feature layered meanings, idiomatic expressions, and
culturally specific references (Forceville, 2009). According to Сатибалдиев
(2024), translating such media texts in multilingual classrooms requires special
attention to the nuances of language interference and the potential for humor or
confusion. Code-switching strategies can be especially beneficial here, allowing
educators to highlight linguistic parallels and distinctions. This process can lead
to a deeper appreciation for language structure and cultural context, fostering
metalinguistic awareness among students (Lakoff & Johnson, 1980).
Methodology
The research was conducted at Uzbek State World Languages University,
focusing on upper-intermediate and advanced-level classes in English, Russian,
and Uzbek. Observations spanned a semester, including courses in linguistics,
translation studies, and media analysis. The participants—both students and
faculty—were all multilingual, though their primary language proficiencies
varied.
Data Collection
1.
Classroom Observations
: The researcher observed 12 course
sessions, each lasting 90 minutes, taking field notes on instances of code-
switching. Special attention was paid to the reasons behind each switch—
whether it was for clarification, humor, cultural reference, or other pedagogical
needs.
2.
Teacher Interviews
: Semi-structured interviews were conducted
with eight instructors. Questions centered on their beliefs about code-switching,
its perceived benefits and drawbacks, and examples of when code-switching led
to significant classroom engagement.
3.
Student Focus Groups
: Three focus groups, each with five to seven
students, were convened. Students discussed how code-switching impacted
their learning experiences, sense of community, and enjoyment of the class.
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They were also asked to recall moments when code-switching either confused
them or aided their understanding.
4.
Document Analysis
: Syllabi, lesson plans, and course materials
were collected and analyzed to see if code-switching was formally integrated
into teaching strategies. Excerpts from translated media texts were also
examined, following the insights of Сатибалдиев (2024), to identify how code-
switching addressed culturally specific content.
Data Analysis
A qualitative content analysis was employed, whereby the observational
field notes, interview transcripts, and focus group discussions were coded for
emergent themes (Creswell & Creswell, 2018). The codes included:
humor
,
clarification
,
community-building
,
linguistic interference
, and
facilitation
.
Triangulation across these data sources helped validate recurring patterns, such
as the strategic use of code-switching to resolve misunderstandings or to inject
humor at moments of tension (Attardo, 2020).
Discussion
One of the most consistent findings was that code-switching enhanced
students’ comprehension of complex or culturally loaded material. For example,
when discussing an English-language satirical article, an instructor initially read
the text in English, then code-switched into Uzbek to paraphrase key points.
During discussion, students were encouraged to respond in Russian if they felt
more comfortable. This tri-lingual interplay allowed students to grasp the
subtleties of satire—an often challenging genre—thereby increasing their
engagement and confidence.
Another recurring theme was anxiety reduction. Foreign language learners
frequently experience high levels of stress, especially when encountering
unfamiliar vocabulary or complicated grammar (Baker, 2011). Code-switching
served as a psychological safety net, allowing students to clarify
misunderstandings without feeling judged for their linguistic limitations. As one
student explained, “If I get stuck, I can switch to Uzbek or Russian and then come
back to English. It makes me more comfortable to speak up.” This sense of relief
often paved the way for more active participation.
The integration of humor through code-switching proved to be a powerful
catalyst for participation. Teachers would sometimes interject an idiomatic
phrase in Uzbek while explaining an English concept or switch to Russian slang
to break the ice. These moments of linguistic ‘playfulness’ elicited smiles and
laughter, creating a more relaxed atmosphere (Attardo, 2020). Students
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reported feeling more inclined to take risks in their language use and interact
with peers. Interestingly, these playful code-switches sometimes highlighted
areas of potential interference—prompting brief meta-linguistic explanations
that further reinforced learning (Сатибалдиев, 2022).
Multilingual classrooms often involve culturally specific references—such
as idioms, literary allusions, or historical contexts—that may be unfamiliar to a
segment of the class. Code-switching facilitated a more inclusive learning
environment by allowing instructors and students to collaboratively translate or
explain the references. In one observed lesson, the instructor showed a Russian
political cartoon that relied heavily on wordplay. Recognizing that some
students were missing the joke, she code-switched into Uzbek for cultural
framing and then into English to elaborate on the pun. This layered explanation
not only generated shared laughter but also deepened students’ cross-cultural
awareness.
The observations underscored that speech interference—often seen as a
negative byproduct of multilingualism—could be turned into a learning
opportunity. Teachers who recognized instances of interference, such as literal
translations of idiomatic expressions, seized the moment to guide students
toward correct usage in each language. These “teachable moments” were often
laced with humor, as odd or unintended meanings became the source of laughter
(Сатибалдиев, 2024). By highlighting both the mistakes and their correction,
instructors reinforced the notion that language learning is an iterative process
enriched by experimentation.
Conclusion
This thesis has explored how code-switching functions as a versatile
pedagogical strategy in multilingual classrooms, going beyond the mere
transmission of information to foster engagement, reduce anxiety, and introduce
humor. Drawing on a qualitative investigation at Uzbek State World Languages
University, the findings reveal that code-switching can serve as both a remedial
tool—mitigating speech interference—and a creative force, enhancing
comprehension of culturally specific material. When deployed skillfully, code-
switching enriches the classroom environment by building community,
demystifying complex texts, and encouraging risk-taking in language use.
For educators, the key takeaway is that code-switching should not be
stigmatized as a sign of linguistic incompetence but recognized as a powerful
pedagogical asset. Strategies such as planned alternation for explaining key
concepts, intentional use of humor to break tension, and the constructive
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handling of speech interference can all contribute to more meaningful learning
experiences. Future research could extend this exploration to digital and virtual
classrooms, where code-switching might take new forms—such as emojis,
transliteration, or hybrid language usage on social media platforms (Forceville,
2009). Moreover, further investigations could explore how code-switching
shapes identity formation among learners, as well as how educators might adapt
these findings for younger students in primary or secondary schools.
In conclusion, code-switching stands as a testament to the dynamic interplay of
languages in today’s globalized world. Far from being a random or disorderly
practice, it can be harnessed deliberately to bridge cultural gaps, clarify complex
topics, and infuse the classroom with humor and camaraderie. By recognizing
and embracing these possibilities, educators can create language learning
experiences that are not only more effective but also more enjoyable for all
involved.
References:
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Attardo, S. (2020). The Linguistics of Humor: An Introduction. Oxford
University Press.
2.
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism (5th
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3.
Canagarajah, S. (2013). Translingual Practice: Global Englishes and
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Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches (5th ed.). SAGE.
5.
Forceville, C. (2009). Non-verbal and multimodal metaphor in a cognitivist
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Gardner-Chloros, P. (2009). Code-switching. Cambridge University Press.
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Koestler, A. (1964). The Act of Creation. Hutchinson.
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Myers-Scotton, C. (2005). Multiple Voices: An Introduction to Bilingualism.
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