THE DILEMMA OF TRANSLANGUAGING AND CODE-SWITCHING IN MULTILINGUAL EFL CLASSROOMS

Abstract

This study attempts to check the perceptions of learners about the practice of translanguaging and code-switching in EFL classrooms in a multilingual context. Data is collected from 247 undergraduate EFL learners including both, males and females. Research design of the study is simple sequential mixed-method. Data is collected sequentially in two phases: first, quantitative data, by administering questionnaires surveys, and second, qualitative data, by conducting semi-structured interviews with 12 participants from the same population. Translanguaging is applied as theoretical-framework. The study also aims at investigating the impacts of translanguaging and code-switching on language learning process. The findings of the study indicate that, majority of the learners showed positive attitudes towards the use of L1 and L2 during class. They state that translanguaging and code-switching contribute in language learning process rather than obstructing it. Moreover, the participants expresses that in today’s pluralistic world, translanguaging and code-switching are inevitable strategies in EFL classrooms.