Speakers
Description
The debate over the use of code-switching in EFL and ESL contexts has grown increasingly significant, particularly for EFL countries seeking to progress towards ESL. However, the existing literature has not offered a cross-contextual synthesis. Consequently, this paper aims to fill the gap by investigating how teacher code-switching differs in functions between EFL and ESL high school classrooms. Adopting a systematic review methodology guided by PRISMA, the study synthesized findings from 17 peer-reviewed primary studies published between 2020 and March 2026 (13 in the EFL context and four in the ESL context) identified through searches of three academic databases accessed via the application Publish or Perish. The qualitative findings revealed three functions of teacher code-switching across both settings: content delivery, classroom management, and affective support. In addition, identity and solidarity-related, poetic/creative, metalinguistic, and institutional functions emerged as context-specific functions. These findings suggested that teacher code-switching in the EFL context tended to function as a compensatory response to learners' insufficient target language proficiency, whereas it operated as an additive and bridging strategy for scaffolding second language acquisition in the ESL context. Based on the findings, practical implications for the effective use of code-switching as a pedagogical resource, as well as for national policymakers governing the use of L1 and L2 in classrooms, were offered for EFL countries as they transition towards ESL.
Biography
Hà Cửu Long Hồ is currently a postgraduate student majoring in Teaching English to Speakers of Other Languages at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. Her research interests include the transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) and English as a Medium of Instruction (EMI) in countries such as Vietnam, particularly the pedagogical and linguistic challenges associated with these educational shifts. In addition, she is interested in the application of gamification to language teaching and learning, particularly to enhance students' motivation, engagement, and vocabulary acquisition.
Huỳnh Thị Yến Linh is currently a postgraduate student majoring in Teaching English to Speakers of Other Languages at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. She hopes to contribute to the shift from English as a Foreign Language (EFL) to English as a Second Language (ESL) in the Vietnamese context. Her research interests include second language acquisition, grammatical instruction, and reading comprehension. Besides, she is passionate about integrating technological advances into classrooms with the aim of promoting learner motivation and improving their performance, heavily informed by her career experience teaching English to young learners. She hopes to contribute to the shift from English as a Foreign Language (EFL) to English as a Second Language (ESL) in the Vietnamese context.
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