Code Switching in the Primary EFL Classroom

Abstract

Acquiring a second language is challenging. Code switching is a crucial question connected to it. This thesis examines the occurrences of code switching in the primary EFL classroom. The avoidance or minimization of code switching is emphasized in interviews with teachers. A questionnaire with learners and classroom observations also prove that learners’ perceptions and the overall effect of this is mainly positive. The teacher’s exclusive or dominant target language use is indeed beneficial.