This paper focuses on the teaching of English in multilingual environments, analyzing some of the socio-linguistic aspects of code-switching. It discusses the inter-dependence of teaching and learning vocab, learner confi-dence and teacher perception. It is based on a qualitative scoping synthesis of 19 peer-reviewed studies published between 2018 and 2024, including Indian classrooms and similar multilingual English language teaching (ELT) environments. The data suggest that well-planned switc-hing between English and a language of the learners’ familiarity can help define the meaning of words, improve recall, lessen anxiety about making mistakes, and enhance participation in the classroom. These improvements are most evident when learners have less than adequate English language skills and when classroom tasks are cognitively more challenging. Code-switching is not effective by design. Unplanned and excessive switching can, in fact, increase reliance on the code and decrease students’ purposeful use of English. Teacher perception is equally polarized. While many teachers see the value in switching, English-only policies, learner assessments, social prestige, and a lack of professional development act as barriers. Instead of an English-only classroom, the authors advocate for an English-rich classroom. Purposeful code-switching can facilitate the return to productive English.
This study explores the linguistic practices used in Comprehensive Schools in Kenya and examines the extent to which the official English-medium policy reflects the linguistic realities of teachers and learners. The study adopted a qualitative ethnographic design that involved classroom observations of 72 lessons from six subject areas, focus group discussions with teachers and students and document analysis in rural, peri-urban and urban public Comprehensive Schools. The results reveal a discrepancy between policy and practice: official policy requires that English be the sole language of instruction, but only 15% of observed lessons used English exclusively. Most (79%) involved deliberate switching between English and Kiswahili, with 6% using mother tongue languages. Code-switching had varied pedagogical roles: clarifying complex ideas, bridging vocabulary gaps, reducing language anxiety, emphasizing critical information, catering to different proficiency levels, and assisting in classroom management. Teachers employed three types of code-switching – inter-sentential, intra-sentential and tag switching – strategically in different subjects and contexts. The study demonstrates that code-switching is sophisticated communicative competence and culturally responsive pedagogy, not a linguistic deficiency. The findings indicate that the education language policy in Kenya needs to be reviewed to allow strategic code-switching as pedagogical scaffolding that supports rather than undermines English language acquisition, given the multilingual realities in Kenya. The study contributes to the scholarly debate on translanguaging in postcolonial African contexts and has practical implications for policy reform, teacher education and curriculum development.
Beatrice N. Manyasi· European Journal of Educatio...· 0 citations
Students’ language production abilities following their interaction with Duolingo are analyzed, indicating that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns.
Rendi Nurhidayat, Lusiana Suciati Dewi²· Teaching English and Languag...· 0 citations
This study evaluates the effect of native language interference implementing Telugu as native in the learning and proficiency with English language of eighth-grade learners in an Indian multi-lingual setting. The study seeks to investigate how first language (L1) structures disrupt second language (L2) acquisition, including speaking ability and its impact on reading comprehension. Based on both quantitative (regression analysis) and qualitative (classroom observation and surveys) methods, the research demonstrates a strong negative correlation between code-mixed speech patterns that are Telugu-influenced and English reading efficiency. The results indicate that phonetic, grammatical, and lexical variations between English and Telugu are responsible for consistent errors in English use and that code-mixing is a habitual but productive strategy. The research highlights the necessity of pedagogical interventions like contrastive grammar teaching, phonological training, and vocabulary building to counter L1 interference. The findings make a contribution to the wider body of second language acquisition and provide practical recommendations for enhancing English teaching in native language dominant contexts.
B. Rao, N. Benny· RESEARCH REVIEW Internationa...· 0 citations
This article discusses how Second Language Acquisition (SLA) theories can help English teachers in Indonesian classrooms. Naturalistic classroom observation was employed to generate authentic field data from students. Field notes were written up during and immediately following the observation sessions to ensure a detailed record of events and interactions. A part of increasing the credibility of data is that observations were repeated through multiple sessions, and later compared with interview findings to allow triangulation. It explains that students learn English while still using local languages such as Javanese and Sundanese. These local languages influence pronunciation, interaction, confidence, and learning strategies. The article also describes the importance of supportive corrective feedback, classroom interaction, and balanced use of local languages. In addition, it explains how technology, mobile applications, and AI tools are changing the role of English teachers. Rather than replacing teachers, technology helps students practice English more often, while teachers guide students in meaningful, ethical, and confident language learning. Teaching implications are also discussed in this paper as well.
Dwi Poedjiastutie, Desvira Anabelastova· Journal of Social Science an...· 0 citations
The acquisition of English grammar remains a persistent and multifaceted challenge for both language learners and teachers. Traditional pedagogical approaches have predominantly emphasized the rote memorization of grammatical rules, a practice that often leads to learner disengagement and restricts the effective transfer of grammatical knowledge to authentic communicative contexts. Consequently, educators frequently encounter difficulties in sustaining learner’s motivation and fostering a meaningful interest in grammar instruction, which underscores the need for more innovative and pedagogically sound instructional strategies. This study investigates how students are taught English grammar, how they prefer to be taught, the activities they favor, the classroom environments they consider most conducive to grammar learning. Data was collected through anonymous questionnaires and face-to-face interviews. Analysis of quantitative and qualitative responses indicates that shifting instruction from explicit rule memorization to communicative, learner-centered methods was associated with greater engagement, increased motivation, and improved transfer of grammatical knowledge to authentic contexts.
Ana Chankvetadze· International Journal of Sec...· 0 citations
A clear, practical introduction to the theory and practice of translanguaging, this book explores this innovative approach and shows how English language teachers can benefit from implementing multilingual pedagogy in the classroom. Whether you teach English as a foreign language (EFL), a second language (ESL), work in English medium instruction (EMI) or Content and Language Integrated Learning (CLIL), this engaging and accessible book will help you understand the key implications of translanguaging theory, and carry these over into practice in your classroom, whether this is in government-sponsored or private education, from primary to secondary, tertiary and adult contexts. As well as discussing important contextual differences, challenges and constraints that teachers frequently face across both the Global North and Global South, it includes many examples from real English language classrooms, exploring both teacher and learner translanguaging, and offering numerous suggestions, ideas and activities to evaluate critically for your own classroom practice.