CODE-SWITCHING AS A PEDAGOGICAL TOOL: A CASE STUDY IN A TECHNOLOGICAL INSTITUTION
H. G. P. Maheshika*
Institute of Technology University of Moratuwa, Sri Lanka
Session: Technical Session F
Abstract
Code-switching, switching between two or more languages, plays a significant role in language classrooms. This case study investigates its role within an English language classroom in a Sri Lankan government higher educational institution specializing in engineering technology. It focuses on the impact of code-switching on student comprehension, participation, and classroom dynamics referring to interaction, communication flow and engagement between students and teachers during lessons. In order to explore how code-switching functions in this context, a semi-structured interview with an English language teaching practitioner was conducted. The analysis draws on established sociolinguistic theories and emphasizes code-switching as a pedagogical tool that promotes inclusivity by bridging linguistic and cultural gaps in language classrooms. Findings reveal that code-switching facilitates better comprehension of complex academic content, encourages greater student participation, and positively influences classroom dynamics by enhancing engagement and interaction. In addition to that, it contributes to the sustainability of education by recognizing and incorporating students’ linguistic identities into the teaching-learning process. However, in order to ensure effective prolonged language acquisition, it is crucial to maintain a balance between the first language use and the development of target language proficiency. By promoting an inclusive and culturally responsive language learning environment, this study underscores the potential of code-switching to support ethical dimensions of educational sustainability. The integration of these approaches highlights the necessity for innovative teaching methods that accommodate linguistic diversity, in alignment with broader goals of sustainability in education. The study advances current discussions on how to create equitable, linguistically sensitive classrooms that empower students from diverse linguistic backgrounds while fostering effective English language learning. It also suggests how these findings may apply beyond engineering education to broader educational contexts.
Keywords: code-switching, English Language Teaching, pedagogy, sociolinguistics, sustainability in education
DOI: 10.64752/SXGA6525