Despite the significance of the phenomenon, the reasons for teachers‟ code-switching in bilingual classroom discourse have not been investigated in Saudi although the research on the same issue has be

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Code-switching patterns of Junior High School teachers and learners in English class discussions (2026) · doi

  Based on the conclusions of the study, the following recommendations are offered. Teachers may use intra- sentential code-switching to ensure lesson continuity and understanding while continuing to expose their students to English-language usage in classroom discourse. They may use code-switching for instructional functions provided that its use remains purposeful and aligned with lesson objectives. Educational institutions may also provide professional development programs that guide teachers on the appropriate functional use of code-switching in English instruction. They may maintain a balanced, controlled use of code-switching to support learners’ understanding without limiting opportunities for independent English-language practice. Moreover, the proposed CODE Framework may be pilot-tested and implemented in different educational settings to determine further its effectiveness, applicability, and adaptability in actual classroom instruction. Additionally, further studies may determine if similar patterns are common across various grade levels, subject areas, and multilingual contexts. Future research may also investigate how the CODE Framework affects levels of learner understanding, classroom engagement, English language proficiency, and long-term teaching methods. Researchers may also explore how the framework could be modified to meet the needs of different groups of learners, operate in multiple language environments, and be utilized in specific areas of language instruction. REFERENCES Altalhab, S., & Said, F. F. (2024). Ideologies and practices of the use of L1 in L2 vocabulary tasks. ELT Journal, 78(3), 336–344. https://doi.org/10.1093/elt/ccae001 Aparece, M. L., & Bacasmot, J. B. (2023). Analyzing the impacts of code-switching on foreign language classroom anxiety and English language problems through path analysis. Asian Journal of Education and Social Studies, 41(1), 1–17. https://doi.org/10.9734/ajess/2023/v41i1883 Aquino, L. R. (2022). Code-switching in focus: The standpoints of language learners in an ESL classroom. SEAQIL Journal of Language Education, 1(1), 42–52. https://doi.org/10.70046/sjle.1.1.42-52 Ataş, U., & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students’ and teachers’ code-switching in 100981. Education,

  Keywords: code language switching english classroom teachers understanding educational instruction learners framework journal https education lesson
• Gauging Pre-Service Teachers’ Awareness of Dialectical Code Switching in Classroom Settings (2019) · doi

  Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.

  Keywords: students service teachers limited knowledge code switching felt nurturing relationship understanding cultural backgrounds paying careful
• The Use of Code-Switching by EFL Saudi University and School Teachers (2019) · doi

  Despite the significance of the phenomenon, the reasons for teachers‟ code-switching in bilingual classroom discourse have not been investigated in Saudi although the research on the same issue has been carried out in the developed countries in the context quite different from the one existing in Saudi classrooms.

  Keywords: saudi despite significance phenomenon reasons teachers code switching bilingual classroom discourse investigated issue carried developed