International Journal of Language & Linguistics

Teachers’ In-Class Code-Switching __ A Case Study of Six English-major Classes
Peng Zhang

Abstract
This study focused on a case study of 6 English-major teachers at Sichuan University, China and their code-switching (CS hereafter) between the first language (L1) and the target language (TL) over the course of Extensive Reading, where English was the TL and Chinese was the L1 of both learners and teachers. By means of on-the-spot recording, questionnaires, and interviews, the study aimed to acknowledge the amount, functions, and influencing factors of CS use in classes of English-majored college students. And students’ perceptions of teachers’ in-class CS were examined. The results revealed that the proportionality of teachers’ in-class CS varied from 10% to 70% and the L1 was preferred when it came to translation and emotional reactions. Most students agreed with the positive impacts of CS on understanding teaching materials and classroom interaction while there were some students who were uncertain about CS’ impact on social distance.

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