Exploring the Reasons for Code Switching in EFL Classrooms: A Comparative Study of the Algerian and Polish Settings

Abstract

This study explores the different reasons for code-switching in English as a Foreign Language (EFL) classrooms, focusing on the distinctive settings of Algeria (multilingual) and Poland (monolingual). The research investigates the impact of teaching experience and linguistic background on the frequency, attitudes, and reasons behind code-switching among EFL teachers. The study employed a quantitative method using an online questionnaire. Twenty-nine participants from the University of Applied Sciences in Nysa, Poland, and the University of Ain Temouchent, Algeria, provided insights into their code-switching practices. The results revealed a positive correlation between teaching experience and the use of code-switching. Additionally, the study supports the hypothesis that code-switching frequency differs based on linguistic background, with multilingual settings exhibiting higher frequencies. The findings suggest implications for professional development, teacher training, and the formulation of inclusive language policies to leverage the benefits of code-switching in EFL instruction. While acknowledging the study's limitations, this research contributes to a more comprehensive understanding of code-switching in diverse EFL contexts.