Exploring How Code Switching Helps ESL Learners Understand And Participate Better

Abstract

The present study examines how code-switching enriches the comprehension and participation of ESL learners in sociolinguistic ally diverse classrooms, particularly in urban schools in Khyber Pakhtunkhwa (KPK), Pakistan. Using Vygotsky’s Sociocultural Theory and Canale and Swain’s Communicative Competence Framework, this research employs a mixed methods approach. Fifty ESL learners (ages 14-18) and ten ESL teachers were purposively sampled. Data was collected through semi-structured interviews, pre and post-tests, focus groups, and audio recordings. SPSS software has been used to analyze quantitative data and calculate descriptive statistics, ANOVA, paired t-tests, and correlation analysis. Qualitative data underwent thematic analysis to explore patterns in teacher and student perspectives. The study shows that the use of codeswitching enhances understanding of instructions and encourages students’ participation due to overcoming language barriers and grounding of classes. Finally, this study presents the effective strategies for to use of code-switching in ESL classrooms that teachers and educators should follow.