Perceptions and Functions of Code-Switching (CS) in the ESL Classrooms at St. Mary Private High School, Ras Al Khaimah (SMR): Basis for Policy Framework to Code-Switching of Core Subjects
DOI:
https://doi.org/10.5281/zenodo.23804514Keywords:
code-switching, core subjects, issues, functions, perceptionsAbstract
This study examined the perceptions, functions, and issues associated with code-switching in English as a Second Language (ESL) classrooms at St. Mary Private High School in Ras Al Khaimah, United Arab Emirates, to develop a policy framework for its use in core subjects. Using a qualitative multiple-case approach and thematic analysis, the study gathered data from 71 participants comprising nine administrators, 14 bilingual teachers, and 48 students. Interview responses and videotaped classroom lectures served as the primary sources of data. Findings revealed that teachers of Mathematics, Science, Arabic, and Social Studies employed code-switching primarily for instructional purposes and less frequently for social interaction. Participants recognized its potential to clarify concepts, bridge linguistic gaps, support classroom communication, and promote cultural appreciation. However, the findings also indicated that code-switching could either facilitate or hinder learning depending on how and when it was used. Accordingly, the study proposed a code-switching policy framework for core subjects that emphasizes purposeful, controlled, and context-sensitive language use, particularly for students with limited language proficiency. The proposed framework seeks to balance instructional accessibility with sustained exposure to English, enabling schools to establish consistent practices while responding to diverse classroom needs. The study recommended professional development training for core-subject teachers and guidelines for language selection based on learners’ proficiency, communicative needs, and the nature of classroom interactions. It further recommended expanding future investigations to additional schools, teachers, students, and administrators across the United Arab Emirates to strengthen the evidence base and assess the wider applicability of the proposed framework.
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