Few studies have examined how code-switching evolves

The gap

Evidence profile

Sourced from the recommendations and stated research gap of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Code-switching patterns of Junior High School teachers and learners in English class discussions (2026) · International Journal of Language English Studies Translation and Communication Research (IJLESTCR) · doi

  Based on the conclusions of the study, the following recommendations are offered. Teachers may use intrasentential 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.

  generalrecommendationsevidence 5/5
  Keywords: code language switching english classroom teachers understanding educational instruction learners framework journal https education lesson
• Code-switching as an Instructional Strategy in a Multilingual Classroom Setting: Examining Its Effects on the instruction of the Sesotho Home Language (2026) · Journal of Education and Learning Technology · doi

  This study recommends that code-switching must be strategically integrated into Sesotho classroom pedagogy as a supportive tool for comprehension, especially when introducing complex or abstract concepts. However, educators must exercise caution to ensure that code-switching does not compromise learners’ acquisition of Sesotho vocabulary and grammatical structures. It is essential to create deliberate opportunities for learners to engage deeply with Sesotho, both orally and in writing, to strengthen their linguistic competence. Teachers must be supported through professional development to balance multilingual teaching strategies with language preservation goals.

  generalrecommendationsevidence 5/5
  Keywords: code switching sesotho learners must language linguistic classroom educators development multilingual teaching strategy learning strategically
• A Comparative Study of Code-Switching in Communication Between First- and Fourth-Year English Majors at a University in Vietnam (2026) · Journal of Language Teaching and Research · doi

  Few studies have examined how code-switching evolves across different stages of language learning. The contrast between first-year and fourth-year English majors remains under-researched. Most existing work has concentrated on teachers' practices and general student attitudes, with limited attention to the communicative, cognitive, and emotional roles of code-switching in university contexts.

  generalstated research gapevidence 5/5
  Keywords: few studies have examined code-switching evolves across different

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