




































 AMERICAN INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS RESEARCH 6(1) (2023), 1-6  

 

1 

 

   Education and Linguistics Research 

                                                             AIJELR VOL 6 NO 1 (2023) P-ISSN 2641-7987  E-ISSN 2641-7995 
                                                  

                                                                                                                      Available online at www.acseusa.org      

                                                                                                                               Journal homepage: https://www.acseusa.org/journal/index.php/aijelr 
                                                                                                                                   Published by American Center of Science and Education, USA 

USE OF CODE-SWITCHING IN FIJIAN ELT CLASSROOMS BY 

HIGHER EDUCATION ACADEMICS: A LANGUAGE LEARNING 

STRATEGY                                                                                        

           
 Ravnil Narayan  (a)1 

 

(a) PhD Candidate in Applied Linguistics, School of Foreign Languages, Tsinghua University, Beijing, China; E-mail: ravnilnarayan@gmail.com 
 

 
A R T I C L E I N F O 

 
 

Article History: 
 

Received: 8th August 2023 

Revised: 24th October 2023 

      Accepted: 29th October 2023 

      Published: 6th November 2023 

 
Keywords: 

ELT, Code-Switching, Academics, 

Linguistics, Applied Linguistics 

 
      JEL Classification Codes:  

 

L33, H44, J24   

 
 

 

  

 
A B S T R A C T 

 
Code-switching is a natural phenomenon that allows educators and learners alike to communicate in 

a classroom setting, which is multilingual in nature with diverse linguistic backgrounds. Hence, this 

study has aimed to explore whether higher education academics in English language teaching 

classrooms incorporate code-switching or not and what are the reasons for their incorporation. To 

achieve the aims of this study, two research tools were used for data collection namely checklist and 

observation. The checklist consisted of eleven reasons that are introduced by Gulzar (2010) for code-

switching that showed where higher education academics code-switch in their classrooms and in which 
contexts. On the other hand, lesson observations were made during the participant’s classroom 

teaching and notes were taken. It is envisaged that the aim of code-switching is mainly to transfer the 

understanding of materials being used in ELT classrooms in the most effective manner. More 

imperatively, a mixed method research design was used to achieve the results output of the present 

study. The study has found that code-switching is indeed a spontaneous occurrence that happens 

naturally, and higher education academic professionals use it as a linguistic tool to assist learners in 

comprehending difficult nuances. Code-switching worked as a bridge between higher education 
academics and learners alike.   

 
 

© 2023 by the authors. Licensee CRIBFB, USA. This article is an open access article distributed 
under the terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0/).  

            

 

INTRODUCTION 

Whenever there is a communication taking place between two people, code-switching is bound to happen either consciously 

or subconsciously. For one or many reasons, people do code-switch to ease their understanding of a particular subject and 

respond to that accordingly. As asserted by Brice (2009), code-switching (henceforth CS) is an unintentional phenomenon 

that defines a shift from one language to another by the speaker of a language. Mainly, it takes place in a bilingual and 

multilingual societies to ease the burden amongst the monolinguals, who are not able to communicate in the target language 

(Cook, 2013). Crucially, these fecund patterns of communication are restricted by the English only policy in the classrooms, 

and thus are only practiced when the teacher is not present, or indirectly involved in the group discussions (Gulzar, 2010). 

However, until recently and due to the advancement in e-learning, code-switching is now being considered as an option to 

be used by many teachers in the ELT classrooms. Learners cannot be simply denied and penalised or punished for using 

their L1 in their L2 classrooms (Ariffin & Rafik-Galea, 2009). CS should be recognised and given all due prominence in the 

ELT classrooms for the betterment of the learner’s comprehension of complex nuances.     

Furthermore, this phenomenon is highly prevalent in the educational contexts that allows the teachers and learners 

alike to switch to their L1 whenever there is a need. According to Cook (2013) and Timor (2012), the incorporation of 

learners L1 should be integrated into the L2 curriculum, which uses L2 to facilitate the teaching. Further, this point has gained 

emphasis from Setati and Adler (2000), who have stated that CS entails a switch by the teachers to learners L1 as a strategy 

to harness the understanding of what cannot be understood by them. Most of the CS that takes place in the four walls of a 

classroom has a precise purpose that is associated to pedagogical objectives. In other words, CS is undeniable, as much as 

inevitable in an ELT classroom, particularly in a context where teachers and learners share the same L1 (Fareed, Humayun, 

                                                      
1Corresponding author: ORCID ID: 0000-0001-7634-6065 
© 2023 by the authors. Hosting by ACSE. Peer review under responsibility of ACSE, USA.  

https://doi.org/10.46545/aijelr.v6i1.303 

 
To cite this article: Narayan, R. (2023). USE OF CODE-SWITCHING IN FIJIAN ELT CLASSROOMS BY HIGHER EDUCATION ACADEMICS: A 

LANGUAGE LEARNING STRATEGY. American International Journal of Education and Linguistics Research, 6(1), 1–6. 

https://doi.org/10.46545/aijelr.v6i1.303 

https://doi.org/10.46545/aijelr.v6i1.303
http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://orcid.org/0000-0001-7634-6065


Narayan, American International Journal of Education and Linguistics Research 6(1) (2023), 1-6 

  

2 
 

& Akhtar, 2016). Factually, many learners are depended heavily on their L1 in L2 classrooms for the paramount reason to 

understand the teacher and contents. CS works as a guiding tool for all types of learners and higher education academics 

also consider it as a boon to be used in the ELT classrooms. 

In Fijian society, i-Taukei and Fiji-Hindi is spoken by the vast majority of the people and is country’s main 

languages. The English language, which is nation’s lingua franca is used as the medium of instruction in education, law and 

order, air and sea speak, trade and commerce and so forth (Gulzar, 2010). In regard to learning and teaching, ELT classrooms 

get affected when learning materials that are used is challenging and beyond learners’ comprehension. As such, code-

switching is bound to be incorporated in Fijian ESL classrooms if it is used as a teaching strategy and not be considered as 

a bane. According to Gulzar (2010), there are various reasons for higher education academics to use CS. Some of these 

reasons include clarification, ease of expression, emphasis, repetitive function, socialising, translation, linguistic 

competence, checking understanding, giving instructions effectively, topic shifts and create sense of belongingness 

(Canagarajah, 1995). Basically, all these reasons are considered as the pivotal justifications as why CS takes place in the 

ELT classroom.   

 

LITERATURE REVIEW 

Code-Switching Concept 

Different scholars have defined the word code-switching differently. The pioneer of this concept (Gumperz, 1977) defines 

code-switching as the juxtaposition of passages that belongs to a repertoire of grammatical systems or subsystems that takes 

place within the same exchange. On the other hand, code-switching refers to instances in which speakers alternate between 

two languages in a single conversation (Van-Herk, 2012). Subsequently, a change in language form with the same meaning 

conveyed using a more available word that happens to be from the other language is referred to as code-switching (Moreno, 

Federmeier, & Kutas, 2002). In simple terms, code-switching allows people to ease their communication and be understood 

by inserting words and phrases from other languages.   

 

Types of Code-Switching    

Tag Switching 
This switching takes place as a tag, a brief statement, or a phrase on one speech that works as a filler/s to an utterance of 

another language. For example, “tum janta ki nai!” (You know or not!), “Arey bhaiya!” (Oh brother!). Due to tags having 

no syntactical restrictions, it can be used anywhere in a particular conversation or a sentence, without violating any rules of 

the grammar. It is confirmed that an addition of tags to a particular utterance does not have any effect on the rest of a phrase 

(Poplock, 1979). Also, this type of switching is highly common amongst the bilinguals/multilinguals as most of the users 

apply tag switching almost at the end of all their conversations. It is also known as emblematic or extra-sentential code-

switching. 

 

Intra Sentential Switching  
Usually, this type of switching is difficult and takes place within a clausal level that contains a phrase, a single word, or 

across morphemes. As such, it necessitates a considerable amount of effort, which is associated with proficient bilinguals 

or multilinguals due to phrases from another language that are combined into a single sentence in the native language, which 

has greatest syntactic risk. In addition, intra sentential switching requires a speaker to be well versed with the grammar of 

two different languages to prevent the usage of ungrammatical phrases (Nunan, 2001). For example, “eela word ke isse koi 

connection haiye nai hai” (This word has got no connection with this).      

 

Inter Sentential Switching  
Mainly, it occurs between the clauses or phrases in which the clause or phrase is written in a different language. As such, it 

requires the least amount of integration. According to Eldin (2014) and MacSwan (2012), inter sentential code-switching 

takes place in the same sentence including both the languages. In other words, it posits that the user can apply the rules of 

grammar for both the languages simultaneously. For example, “Humme etna kharaab seh piyaas lage hai” (I am feeling so 

thirsty).   

 

Reasons for Higher Education Academics Code-switching 

There are eleven reasons that prompts higher education academics to use CS in their ELT classrooms (Gulzar, 2010). These 

are stipulated below:   

 

Clarification  

Whenever there is any unfamiliar vocabulary of difficult expressions, higher education academics resorted to CS. As stated 

by Sert (2005), clarification of meaning made the process of CS quite simple and more effective for day-to-day classroom 

interaction. Usually, this takes place when learners are not able to comprehend complex sentences. 

 

Ease of Expression 

Higher education academics switched between languages because they were able to use simple vocabulary in their L1 when 

compared to those used in L2. This function allowed the knowledge to be transferred and materials being understood well.   

 

 



Narayan, American International Journal of Education and Linguistics Research 6(1) (2023), 1-6 

  

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Emphasis  

When a point/s needed some emphasis, higher education academics used CS either consciously or unconsciously to convey 

the message effectively and properly.   

 

Repetitive Functions 

In this function, higher education academics used L2 and then repeated what has been said in the L1. The repetition in the 

L1 could be partial or full and is often expanded with further information, but more frequently CS has been used as a 

repetition of the uttered sentences previously (Flyman-Mattsson and Burenhult, 1999).   

 

Socialising 

Through socialisation, CS can be employed towards building good rapport with the students that will encourage them to 

learn a foreign language, while at the same time making language learning a fun filled activity for all the learners.  

Giving instructions effectively - Considered as a common phenomenon, higher education academics used CS to the learners 

L1 whenever there was a need to give an order in the most effective way, and to sound ‘demanding’ so that any work that 

was given would be done properly.   

 

Translation 

It is illustrated that higher education academics often switched between codes to translate the imperative message in the 

process of explaining grammar points. This translation would mostly be free in form; as literal translation may not be 

comprehended by the learners.  

 

Linguistic Competence 

This reason is considered as a complex notion in an ELT classroom interaction (Flymen-Mattsson and Burenhult, 1999). It 

is envisaged that it is the responsibility of the higher education academics to convey knowledge of L2 to the students. 

Therefore, it is unsuitable to use words that the learners may not have good knowledge about it. The higher education 

academics need to avoid using such vocabulary, as it might damage the learner’s self-confidence in learning the L2. Also, it 

would also arise language anxiety that could be considered detrimental in learning L2.   

 

Checking Understanding  

Mainly, teachers’ reason in this stance is to check first the learners understanding of their utterances. The emphasis is given 

to the repetition of function in CS for checking the understanding (Brice, 2000).    

 

Topic Shift  

CS for topic shift is a common phenomenon is an ELT classroom interaction. There are two reasons for this: firstly, due to 

the message’s imperativeness, the teacher does not want the learners to misinterpret the messages and secondly, the teacher 

wants to get the attention of the learners right (Lin, 2013). 

 

Create Sense of Belongingness  

To have a meaningful and understanding relationship between the teacher and learners, it is crucial to do CS to maintain the 

rapport and intimacy with the learners. When CS is allowed, classroom engagement becomes more natural and simpler 

(Cook, 2001).   

 

MATERIALS AND METHODS 

This study has adopted the qualitative and quantitative research design to explore whether higher education academics in 

Fijian ELT classrooms utilise CS or not and what are their common reasons for the utilisation. Further, the study also tends 

to show whether there are any differences between higher education academics, who teach linguistics and those who teach 

literature of their use of CS. This study ought to give an accurate stance on the types, nature and the reasons of CS that is 

utilised by higher education academics in the ELT classrooms. Further, the teaching academics will put greater emphasis 

on the acts of CS and apply it as specifically when there is a need to be fully understood.  

More imperatively, this study will also pave directions for the future research to be conducted in the same line, 

however with an innovative CS outcome in the accelerating L2 learning ambience. The research questions stipulated below 

have worked as the rudiments to collate the overall findings of this study: 

 Do higher education academics utilise CS during ELT interactions? 

 What are the most common and least reason for CS by higher education academics? 

 Are there any differences between language and literature teaching staff use of CS?   

Additionally, the study ought to give an accurate stance on the types, nature and the reasons of CS that is utilised 

by higher education academics in the ELT classrooms. Further, the teaching academics will put greater emphasis on the acts 

of CS and apply it as specifically when there is a need to be fully understood. More imperatively, this study will also pave 

directions for the future research to be conducted in the same line, however with an innovative CS outcome in the 

accelerating L2 learning ambience.  

To achieve the aims of this study, the researcher utilised two types of instruments to collect the data: checklist and 

observation. The checklist consisted of eleven reasons of CS that showed where do higher education academics did CS 

(Gulzar, 2010), while on the other hand, observation was conducted after taking the permission in the teaching classes that 



Narayan, American International Journal of Education and Linguistics Research 6(1) (2023), 1-6 

  

4 
 

were conducted by a staff.  

In totality, there were fifteen participants who were higher education academics of linguistics and literature that 

were selected for this study. They were all teaching in one university of Fiji but at different campuses. Mainly, these higher 

education academics were selected as all of them had a master’s degree or a PhD in English language teaching and literature. 

Either Fiji Hindi or i-Taukei language was their mother tongue, English was their L2. In the process of teaching, each 

participant was observed taking into consideration of the eleven reasons of CS as stipulated by Gulzar (2010). All the data 

was collected through observations of the classroom teaching by the higher education academics. 

 

RESULTS 

The tabulated analysis below shows the observations of the higher education academics of a Fijian university that employed 

CS during their classroom teaching. The table contains the reasons for CS and the frequencies for each switching that took 

place in a classroom.   

 

Table 1. Code-switching frequencies by higher education academics in percentages 

 
Reasons Count and Percentages Literature Linguistics  Totals 

Clarification Count 14 11 25 

% horizontal 56.00% 44.00% 100.00% 

% vertical 15.9% 16.2% 16.04% 

Ease of expression Count 13 10 23 

% horizontal 56.52% 43.48% 100.00% 

% vertical 14.8% 14.7% 14.74% 

Emphasis Count 7 6 13 

% horizontal 53.85% 46.15% 100.00% 

% vertical 8.0% 8.8% 8.39% 

Repetitive functions  Count 5 4 9 

% horizontal 55.56% 44.44% 100.00% 

% vertical 5.7% 5.9% 5.78% 

Socialising  Count 8 5 13 

% horizontal 61.54% 38.46% 100.00% 

% vertical 9.1% 7.4% 8.22% 

Translation  Count 9 8 17 

% horizontal 52.94% 47.06% 100.00% 

% vertical 10.2% 11.8% 11.00% 

Linguistic competence  Count 1 1 2 

% horizontal 50.00% 50.00% 100.00% 

% vertical 1.1% 1.5% 1.30% 

Checking understanding  Count 4 3 7 

% horizontal 57.14% 42.86% 100.00% 

% vertical 4.5% 4.4% 4.48% 

Giving instructions effectively Count 12 9 21 

% horizontal 57.14% 42.86% 100.00% 

% vertical 13.6% 13.2% 13.44% 

Topic shift Count 10 7 17 

% horizontal 58.82% 41.18% 100.00% 

% vertical 13.6% 13.2% 13.43% 

Create sense of belongingness Count 3 2 5 

% horizontal 60.00% 40.00% 100.00% 

% vertical 3.4% 2.9% 3.18% 

Totals  Count 88 68 156 

% horizontal 56.41% 43.59% 100.00% 

% vertical 100.00% 100.00% 100.00% 

 

DISCUSSIONS 

According to the data postulated above (see table 1), it is indicated that clarification is the most used reasonable excuse for 

higher education academics of L2 to utilise their L1 to assist the learners in understanding confusing concepts. However, 

they mostly utilised L2 for teaching but transferred the code into L1, whenever the need aroused.     

The second most ranked reason was ease of expression, as it aimed to transfer the materials of complex knowledge 

to be understood in the most effective way. Again, the need for L1 is highly imperative here to make learners accommodative 

in the ELT classrooms.   

Giving out instructions to learners so that they can understand it effectively is another reason of high importance 

that is ranked third on the figure above. It is common as much as obvious for higher education academics to switch between 

learners L1 to impart instructions. 

The higher education academics employed CS to translate the essential messages to elucidate new vocabulary and 

grammatical rules. Hence, this has been ranked fourth as it benefits the learners towards reducing comprehension burden 

and further assists them to remain focused on the gist of the that has been conveyed.     

To teach complex grammar concepts and other associated materials, higher education academics used their L1 for 

a topic shift so that learners were able to understand. While it was challenging as much as difficult to grasp the complex 

grammar concepts and other associated materials, a topical shift has allowed an ease for the higher education academics to 



Narayan, American International Journal of Education and Linguistics Research 6(1) (2023), 1-6 

  

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make learners understanding easier. This was ranked fifth on the figure depicted above. 

The sixth most reason on the figure stated above is emphasis, which is utilised by higher education academics to 

convey the messages properly and effectively. According to Eldridge (1996), “messages are reinforced, emphasised and 

clarified where the messages have already been transmitted in one code but misunderstood”.     

Figure1. Code-switching frequencies by higher education academics 

 

The higher education academics switched codes for socialising purposes as well. This is ranked seventh on the 

figure above. By engaging in socialisation, they tend to build an everlasting rapport with their learners, which in return 

creates a sense of belongingness. 

By repeating the speech in the L1, which is preceded by the target language, this has allowed the higher education 

academics to align the meaning of two different languages. This shows that the teaching academics have utilised CS for 

repetition purpose which ranks eighth on the figure above.     

Another imperative reason to check the comprehension of the student’s prompted CS by higher education 

academics. On the figure above, it is ranked ninth. This function is utilised to determine the level of understating of the 

materials that are being used as teaching aid. 

The higher education professional’s code switched to show their expression of feelings as if he/she was one of 

them.  By having this sense of belongingness, CS has contributed towards creating a supportive and conducive ambience 

for ELT to be executed effectively. This was ranked second last on the figure. 

The least reasoned function of CS that was utilised by the higher education academics was linguistic competence. 

All the participants were area specialist in linguistics and literature, though they have English as their L2, and they had good 

number of teaching experience. 

Generally, the figure 1 stipulated on top has shown that the higher education academics utilised CS for almost all 

the reasons that Gulzar (2010) has mentioned. For any ESL teacher whose L1 is not English are bound to switch codes for 

all the reasons mentioned above in an ELT classroom. Factually, this makes their work easier to impart the L2 knowledge 

easily, and for the learners to comprehend complex nuances to the best of their ability.    

 

CONCLUSIONS 

Overall, this study has revealed that code-switching has been valued in accelerating ESL/EFL learning, particularly when it 

is utilised for the purpose and awareness for which it has been adopted and employed for. As per the results of this study, it 

was found out that code-switching was utilised for several reasons irrespective of the topics that were being taught in 

linguistics and literature classrooms. The most common function that was utilised by the higher education academics to use 

code-switching in their teaching was clarification, while the least was linguistic competence. 

However, whatever reasons are stated by Gulzar (2010) and including the findings of this study above, all these 

reasons tend to transfer the knowledge from materials in the most effective way that can be easily comprehended by the 

learners. This is further supported by Wardhaugh (2021), who has claimed that the code-switching has the power to facilitate 

greater comprehension and cohere the classroom population in the lesson execution. Indeed, code-switching is considered 

as a boon and not a bane in the Fijian ELT classrooms, as it has been taken in as a language learning strategical tool by 

higher education academics.   

 

 

 
Author Contribution: Conceptualization, R.N.; Data Curation, R.N.; Methodology, R.N.; Validation, R.N.; Visualization, R.N.; Formal Analysis, R.N.; 
Investigation, R.N.; Resources, R.N.; Writing – Original Draft, R.N.; Writing – Review & Editing, R.N.; Supervision, R.N.; Project Administration, R.N.; 

Funding Acquisition, R.N. Author has read and agreed to the published version of the manuscript. 

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable 
groups or sensitive issues. 

Funding: The author received no direct funding for this research. 

Acknowledgement: Not Applicable.  
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 

Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 

due to restrictions. 
Conflicts of Interest: The authors declare no conflict of interest. 

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