THE ROLE OF CODE-SWITCHING IN TESOL: THEORY AND PRACTICE IN MULTILINGUAL UZBEK CLASSROOMS

Authors

  • Aminjonova Dilyora EFL teacher

Keywords:

Code-switching; TESOL; multilingual education; applied linguistics; classroom discourse; bilingualism; second language acquisition; teacher strategies; sociolinguistics; communicative competence.

Abstract

This article investigates the role of code-switching in Teaching English to Speakers of Other Languages (TESOL), with a particular focus on multilingual learning environments. Code-switching, understood as the alternation between two or more languages within a conversation or discourse, has traditionally been viewed as a sign of linguistic deficiency. However, recent research highlights its pedagogical potential in facilitating comprehension, reducing anxiety, and supporting identity construction among language learners. The study explores theoretical perspectives on code-switching in applied linguistics and sociolinguistics, while also examining practical applications in TESOL classrooms. By analyzing classroom practices and teacher attitudes, the article demonstrates how strategic code-switching can serve as an effective instructional tool, especially in multilingual contexts where learners share diverse linguistic repertoires. The findings suggest that while excessive reliance on code-switching may hinder immersion, a balanced approach can enhance language acquisition, cultural awareness, and communicative competence.

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References

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Published

2025-09-19

How to Cite

Aminjonova Dilyora. (2025). THE ROLE OF CODE-SWITCHING IN TESOL: THEORY AND PRACTICE IN MULTILINGUAL UZBEK CLASSROOMS. Journal of Applied Science and Social Science, 15(09), 532–536. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/1829

Issue

Vol. 15 No. 09 (2025): Volume 15 Issue 09

Section

Articles

License

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