JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION

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Exploring Code-Switching Practices in Vietnamese Classrooms:

An Introductory Investigation

Nguyen Thi Dan Tam

Faculty of English, HCMC University of Economics and Finance, Vietnam
Email: tamntd@uef.edu.vn

Submission Track:
Received: 15-04-2024, Final Revision: 01-06-2024, Available Online: 25-06-2024

Copyright © 2024 Authors

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International

License.

ABSTRACT
This study delves into the nuanced practice of code-switching (CS) in English as a Foreign
Language (EFL) classrooms in Vietnam, examining its implications for language learning from
both educators' and learners' perspectives. Through a mixed-methods approach involving
surveys and interviews with 225 ESL students and eight experienced ESL lecturers at a
renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role
of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal
a general preference among students for a balanced use of English and Vietnamese,
underscoring the pedagogical value of strategic CS in facilitating understanding and reducing
the affective filter in language learning. Educators' narratives highlight the benefits and
challenges of CS in maintaining English exposure while accommodating diverse learner needs.
The study also uncovers emerging issues, such as the impact of digital and online learning
environments on CS practices and the influence of external expectations on educators' language
use decisions. By integrating insights from existing literature, this research contributes to a
deeper understanding of the dynamic interplay between language use and educational
outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches
that accommodate the evolving landscape of language education.

Keywords: code-switching, bilingual education, English as a Foreign Language, Vietnamese

classrooms

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INTRODUCTION
The use of code-switching (CS) has garnered significant attention from both national
and international scholars. Despite numerous research endeavors conducted on CS in
various contexts, such as Aparece and Bacasmot (2023), Gallagher (2020), Goodman and
Tastanbek (2021), Kumar, Nukapangu, and Hassan (2021), MacSwan and Faltis (2020),
Muthusamy et al (2020), Shafi, Kazmi and Asif (2020), Siddiq et al (2020), Zainil and Arsyad
(2021), most studies predominantly focus on countries other than Vietnam. These
investigations offer insights into why CS occurrences occur in ESL contexts and highlight the
potential benefits of employing CS in English language teaching. For instance, Aparece and
Bacasmot (2023), Kumar, Nukapangu, and Hassan (2021), Kheder and Kaan (2021) suggest
that CS can serve as a pedagogic tool to support low-proficiency students in language
learning, while the findings of Adler, Valdés Kroff, and Novick (2020), Shafi, Kazmi and
indicate its effectiveness in enhancing students' comprehension.
However, the applicability of these findings to Vietnam remains uncertain, as few
studies have thoroughly explored CS in Vietnamese educational settings (Dinh & Pham,
2020; Le, 2022; Nguyen & Yuan, 2023; Vu, 2021). Moreover, existing research primarily
focuses on teachers' perspectives on classroom code-switching, neglecting the valuable
insights from learners' viewpoints. Therefore, there is a crucial need for further investigation
in Vietnam to fully comprehend the intricacies of CS in ESL contexts.
Considering the gaps in current research and the distinct sociolinguistic environment
of Vietnam, characterized by large class sizes and varied language proficiency, this study
aims to bridge these gaps by exploring the viewpoints of both teachers and learners
regarding code-switching in English as a Foreign Language (EFL) classrooms in Vietnam.
This research offers an in-depth analysis of code-switching's function and influence on
language acquisition within this specific Vietnamese setting.
LITERATURE REVIEW
Definitions
Code-switching refers to the alternation between two or more languages or language
varieties within a single discourse or conversation (Gardner‐Chloros, 2020; Goodman &

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Tastanbek, 2021; Pintado Gutiérrez, 2021; Younas, Afzaal, Noor, Khalid, & Naqvi, 2020). This
linguistic phenomenon occurs when speakers seamlessly switch between linguistic codes
based on contextual, social, or situational factors. Code-switching can manifest at various
linguistic levels, including morphological, syntactic, and lexical, and serves diverse
communicative functions. It reflects the complex interplay of language and identity in
multilingual contexts and is a common practice in communities with multiple linguistic
repertoires. Code-switching highlights the fluidity of linguistic boundaries in communication
and underscores the dynamic nature of language use, showcasing how speakers navigate
between different linguistic systems to convey meaning effectively.

Functions of mother tongue in previous studies (L1)

The functions of the mother tongue (L1) in language teaching encompass a spectrum
of pedagogical strategies and approaches to enhance language learning outcomes. Drawing
on a learner's first language can serve various purposes, ranging from scaffolding
comprehension to fostering cultural connections. This section explores the multifaceted
roles of the mother tongue in language instruction, supported by scholarly literature.
One primary function of the mother tongue in language teaching is to provide
scaffolding and comprehension support for learners. De La Fuente and Goldenberg (2022)
emphasize the importance of building on students' existing linguistic and cognitive skills in
their first language to facilitate acquiring a second language. By using the mother tongue
strategically, teachers can clarify complex concepts, explain grammar structures, and
provide translations as needed, thereby promoting more profound understanding and
comprehension (Beisenbayeva 2020; Hawa, Suryani, Susiani, Dauyah & Majid 2021;
Neokleous, Krulatz & Xu 2022).
In addition, the mother tongue serves as a cultural and conceptual bridge that
connects learners' existing knowledge and experiences with the target language (Alshayban
& Alghammas, 2020; Gempeso & Mendez, 2021; Leighton, 2022). By incorporating elements
of students' first language into language teaching, educators can contextualize language
learning within familiar cultural frameworks, making it more meaningful and relevant

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(Gardner‐Chloros, 2020; Goodman & Tastanbek, 2021; Pintado Gutiérrez, 2021). This
approach fosters a deeper appreciation of cultural diversity and promotes cross-cultural
understanding among learners.

Code-switching in EFL classrooms

In the EFL classroom, code-switching— the alternation between languages or
language varieties— serves various functions that influence language learning and
classroom dynamics. Teachers can use code-switching to clarify instructions, explain
complex concepts, or provide translations, particularly when learners encounter difficulties
in understanding the target language (Nguyen, Yuan & Seed, 2022; Novianti & Said, 2021).
This function aids in scaffolding comprehension and ensures learners grasp key concepts
effectively (Köylü, 2020; May & Aziz, 2020). Code-switching enables teachers to incorporate
learners' cultural and linguistic backgrounds into classroom discourse, contextualizing and
fostering cross-cultural understanding (Treffers-Daller & Ongun, 2020). Educators draw on
students' first language to bridge familiar cultural contexts and the target language learning
environment (Akhtar, Baig, Aslam, Khan, Tayyaba & Iqbal, 2020; Treffers-Daller & Ongun,
2020).
Through code-switching, learners develop metalinguistic awareness as they compare
and contrast linguistic features between their first language and the target language
(Kremin, Alves, Orena, Polka, & Byers-Heinlein, 2022; Kuzyk, Friend, Severdija, Zesiger &
Poulin-Dubois, 2020). This process facilitates reflection on language structures and
enhances learners' ability to analyze and manipulate language forms (Zainil, & Arsyad,
2021). Code-switching can help maintain classroom dynamics by accommodating diverse
language proficiencies and addressing individual learning needs (Liu, Garcia, Zhang, Khong,
& Khudanpur, 2024). Allowing occasional use of the first language can alleviate anxiety,
promote active participation, and create a supportive learning environment (Nawaz, Atta, &
Naseem, 2023)
Code-switching is a transitional tool to facilitate learners' transition from the first to
the target language (Ezeh, Umeh & Anyanwu, 2022; Sameen, Farid & Hussain, 2021). By

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gradually reducing reliance on the first language over time, teachers encourage learners to
engage more extensively in target language communication, fostering fluency and
proficiency (Han, Li & Filippi, 2022; Broersma, Carter, Donnelly & Konopka, 2020). In
summary, code-switching in the ESL classroom fulfills functions such as clarification and
comprehension support, cultural and contextual clarification, promoting metalinguistic
awareness, maintaining classroom dynamics, and facilitating language transition. These
functions contribute to creating inclusive and effective learning environments that cater to
the diverse linguistic needs of ESL learners, ultimately enhancing their language learning
experiences and outcomes.

RESEARCH DESIGN
This study adopts a mixed-methods approach to investigate code-switching practices
in EFL classrooms in 2023. The research method comprises surveys and interviews,
targeting 225 ESL students representing diverse language backgrounds and proficiency
levels, and 8 experienced ESL lecturers at a famous public university in Ho Chi Minh city,
Vietnam, providing insights into their perspectives and practices related to code-switching.
Convenience sampling was used to select students, ensuring representation across
proficiency levels and demographic characteristics. Purposive sampling was employed to
select lecturers with varied teaching experiences and expertise in EFL instruction.
To enrich the study with diverse perspectives, a structured questionnaire was
designed and distributed electronically to collect quantitative data on students' perceptions,
experiences, and attitudes regarding code-switching in English as a Foreign Language (EFL)
classrooms. Semi-structured interviews were conducted with lecturers conducted face-to-
face to explore their perspectives, strategies, and challenges regarding code-switching in ESL
instruction. Quantitative data from surveys were analyzed using descriptive statistics to
identify patterns and trends in students' responses. Qualitative data from interviews were
analyzed thematically to uncover recurring themes and patterns in lecturers' narratives.

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FINDINGS
Students’ perspectives toward teachers’ code-switching from English to Vietnamese
language in EFL classrooms
Items 1 2 3 4 5
(strongly (disagree) (neutral) (agree) (strongly
disagree) agree)
1. I want a balance of English and 11.56% 12% 11.2% 56.9% 8.5%
Vietnamese.
2. I want teachers to avoid using Vietnamese. 20% 37.5% 0 20% 23%
3. I enjoy lessons when teachers use code 21% 19% 17.3% 19% 25%
switching.
4. I understand lessons better when teachers 0 11.2% 21.8% 40% 19%
use L1 to explain difficult points.
5. I lose motivation when teachers use L1. 21% 20% 21% 19% 21%
6. I can’t concentrate when teachers use 0 22% 21% 14.7% 42%
English only.
7. I understand lessons better when teachers 17.7% 21% 20% 21% 21%
switch to L1 to deliver new lesson.
8. I feel more active when teachers switch to 16.8% 19.5% 21% 21.7% 21.3%
L1 to assign tasks and assist me.
9. I have difficulties when teachers don’t use 0 12% 20% 42% 26%
L1 to explain new concepts.
10. I want teachers to minimize L1. 18% 25% 16.5% 21.7% 21%

For item 1, most respondents (56.9%) agree with the statement, indicating a general
preference for having a balance between English and Vietnamese in the context being
surveyed. The percentages of respondents who strongly disagree, disagree, or are neutral
are relatively similar, ranging from 11.2% to 12%. A smaller portion of the respondents
(8.5%) strongly agree with the statement.
For item 2, the distribution of responses shows a somewhat polarized view with no
neutrality. A significant portion (37.5%) disagrees with the idea of teachers avoiding
Vietnamese, suggesting they see value in its use in the educational context. However, a

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combined 43% of respondents agree or strongly agree with the statement, indicating a
substantial preference for not using Vietnamese in teaching. This suggests a divide in
opinions on the role of Vietnamese in the educational setting among the respondents.
For item 3, the highest percentage of respondents (37.5%) disagree with the
statement, showing a general preference against avoiding Vietnamese in teaching. However,
a considerable portion (43%) combined from those who agree and strongly agree, indicates
a notable preference for limiting the use of Vietnamese by teachers. The lack of neutral
responses (0%) suggests strong opinions among the respondents.
For item 4, the distribution of responses indicates a diverse range of opinions
regarding code-switching in educational settings. While a significant portion of respondents
(25%) strongly prefer lessons involving code-switching, there's also a notable percentage of
respondents (21%) at the opposite end of the spectrum. This suggests that opinions on the
use of code-switching in lessons vary considerably, with no single viewpoint dominating.
For item 5, the majority of respondents (59%), combined with those who agree and
strongly agree, indicate a clear preference for teachers using the first language to explain
difficult parts of lessons. A smaller portion of the survey participants either disagree (11.2%)
or are neutral (21.8%) on this matter. The absence of respondents who strongly disagree
(0%) highlights a general acceptance or favor towards the integration of L1 in teaching
challenging concepts.
For item 6, the distribution of responses is notable even across the scale, suggesting
no clear consensus among the respondents. This indicates that the impact of teachers using
their first language on student motivation varies significantly among individuals, with
roughly equal proportions of respondents feeling strongly one way or the other, and a
significant portion remaining neutral.
For item 7, the data reveals a notable division in perspectives, with a substantial
portion (42%) strongly feeling that exclusive use of English by teachers hinders their
concentration. On the other hand, 22% do not believe that using only English impacts their
ability to focus. The neutral responses (21%) suggest that for some, the language of
instruction might not significantly influence their concentration levels. The absence of strong

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disagreement indicates a general acknowledgment among the respondents of the potential

challenges posed by using only English in an educational setting.
For item 8, the distribution shows a relatively even spread of opinions, with a slight
majority (42%) leaning towards some form of agreement with the statement. This indicates
that while a significant portion of respondents find switching to L1 helpful for understanding
new lessons, there is also a considerable diversity in opinions, with no overwhelming
consensus.
For item 9, the distribution of responses shows a relatively even split across all
options, with no single perspective dominating. The data suggests a diverse set of opinions
regarding the use of L1 in task assignments and assistance, reflecting varying levels of
comfort and preference for L1 use in the classroom. The similar percentages across "Agree"
and "Strongly agree" (totaling 43%) and "Disagree" and "Strongly disagree" (totaling 36.3%)
highlight a balanced division in preferences towards the use of L1 for enhancing classroom
engagement and activity.
For item 10, the distribution of responses shows a clear trend towards agreement
with the statement, with a majority (68%) indicating some level of difficulty when teachers
do not use L1 to explain new concepts. This suggests that many respondents rely on or prefer
explanations in their first language to understand new material in an educational setting
better.
In summary, the survey findings indicate mixed opinions on the use of English and
Vietnamese in educational settings. There's a general preference for balancing both
languages, with about 57% supporting this approach. Opinions are divided on avoiding
Vietnamese in teaching, with nearly equal parts disagreeing and supporting the limitation of
its use. Code-switching has diverse views, with no dominant preference. A majority favor
using the first language to explain difficult concepts. There's no clear consensus on how using
the first language affects student motivation, but there's a notable concern that exclusive use
of English could hinder concentration for some students. While there's some support for
integrating the first language in teaching, opinions vary widely on its extent and manner.

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Teachers’ perspectives towards code-switching

Teacher_01 (15 years of teaching experience) has primarily used code-switching to
clarify complex grammatical concepts and vocabulary. She noted significant
improvements in student comprehension and engagement when native language
explanations are provided alongside English instructions. Challenges include maintaining a
balance to ensure sufficient English exposure.
Teacher_02 (10 years of teaching experience) employs code-switching strategically
to build rapport and lower the affective filter among adult learners. He found it
particularly useful in discussing cultural nuances and idiomatic expressions. The main
challenge cited is ensuring that the use of the native language does not become a crutch
that hinders English proficiency development.
Teacher_03 (12 years of teaching experience) uses code-switching sparingly, mainly
to manage classroom behavior and give instructions to young learners. She highlighted
the importance of creating an immersive English environment but recognize the need
for occasional L1 use to ensure clarity and safety. Challenges include resisting parental
pressure for an "English-only" policy.
Teacher_04 (8 years of teaching experience) integrates code-switching in discussions
of complex business concepts and terminologies. The challenge lies in maintaining
academic rigor.
Teacher_05 (12 years of teaching experience) focuses on using code-switching for
critical thinking and debate exercises, allowing students to articulate complex thoughts
more freely before expressing them in English. The challenge is encouraging fluent
speakers to stick to English.
Teacher 06_07 (6 years of teaching experience) leverages code-switching to provide
personalized feedback and explanations during online sessions. The challenge is to adapt
quickly to each student's linguistic background, especially when they are not fluent in the
students' L1. Students report feeling more comfortable and supported when their tutor uses
code-switching to clarify doubts, leading to a more effective learning experience.

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Teacher_08 (9 years of teaching experience) uses code-switching to facilitate

literature and cultural studies discussions, connecting English texts with students'
cultural backgrounds. The challenge is ensuring that code-switching enriches the
discussion without detracting from English language immersion.
In short, teachers utilize code-switching in diverse educational contexts, each noting
specific benefits and challenges: 1) clarifying complex topics, enhancing comprehension and
engagement but faces the challenge of ensuring enough English exposure; 2) building
rapport and discussing cultural nuances, with a caution against over-reliance; conducting
classroom management and giving clear instructions, contending with pressures for English-
only policies; 3) facilitating complex discussions to providing personalized feedback; 4)
navigating the balance between using the native language; 5) maintaining English
proficiency and immersion.

DISCUSSIONS
The exploration of code-switching within Vietnamese classrooms unveils a complex
interplay between this study's empirical findings and the wider academic conversation, as
highlighted by the existing body of work on bilingual education and language teaching
methodologies. This analysis weaves together these insights into cohesive themes,
grounding them in the academic milieu through relevant literature citations.
A central theme emerging from both this study and extant research is the call for a
nuanced use of the first language (L1) and the target language (L2), advocating for their
balanced integration. This alignment is reflected in participants' preferences for seamlessly
combining English and Vietnamese, mirroring the strategies endorsed by scholars like
Goodman and Tastanbek (2021), and Ezeh, Umeh, and Anyanwu (2022). They advocate for
the judicious use of L1 to support learning and improve understanding. Positive student
responses to this approach, noted in research by Han, Li, and Filippi (2022), and Nguyen,
Yuan, and Seed (2022), highlight the pedagogical benefits of using L1 as an auxiliary tool in
language learning, demonstrating its role in fostering an inclusive and engaging educational
atmosphere.

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Another prominent theme is the functional utility of code-switching in demystifying

complex ideas and promoting active participation. The enhanced comprehension observed
in this study when L1 explanations are offered corroborates the literature's identification of
code-switching's value in making instructions more accessible (Treffers-Daller & Ongun,
2020). This concurrence underlines the practical benefits of code-switching in teaching,
serving as a linguistic conduit that boosts learner comprehension and involvement.
The research also uncovers new challenges and considerations, expanding the
dialogue around code-switching. The varied student preferences and classroom dynamics
revealed suggest a multifaceted educational environment where the impact of code-
switching is significantly influenced by individual learner needs. This intricate perspective
finds resonance in the work of Broersma, Carter, Donnelly, & Konopka (2020), who note the
adaptive nature of code-switching to the fluid nature of classroom interactions. Moreover,
external factors like parental expectations and policy limitations, as noted by a teacher in
this study, add complexity to language use decisions, pointing to the broader socio-political
context of bilingual education as discussed by Köylü (2020), May & Aziz (2020), and Kremin
et al. (2022).
Both students and teachers recognize the value and challenges of code-switching and
using both English and Vietnamese in educational settings. Students show mixed opinions
on language use, with a preference for balancing English and Vietnamese and diverse views
on the role of the native language in enhancing understanding and engagement. Conversely,
teachers actively employ code-switching for various educational purposes, such as clarifying
complex topics, building rapport, managing classrooms, and facilitating discussions. They
acknowledge the benefits in terms of improved comprehension, engagement, and comfort,
but also face challenges in maintaining English exposure, avoiding dependency on the native
language, and navigating institutional or parental pressures for English-only policies. Both
groups highlight the nuanced role of language in education, emphasizing the need for a
strategic balance to maximize learning outcomes.

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CONCLUSION
In conclusion, this research contributes to the growing body of literature on bilingual
education and language teaching strategies, offering valuable insights into the complex
interplay between code-switching practices and language learning outcomes in Vietnamese
EFL classrooms. The findings advocate for a nuanced understanding of code-switching,
emphasizing its potential benefits while acknowledging the need for strategic application to
cater to diverse learner needs and evolving educational contexts. To address the nuanced
role of language in education, future actions could include developing a balanced code-
switching framework, enhancing teacher training on effective bilingual strategies, and
engaging parents to understand the benefits of a bilingual approach. Further research on
code-switching's long-term effects on language proficiency is essential. Creating customized
bilingual learning materials and leveraging technology can provide adaptive support for
individual learners. Educational policies should be revisited to encourage strategic native
language use, complemented by regular student feedback to tailor teaching methods.
Additionally, fostering cross-cultural competencies and establishing professional networks
for educators can promote shared learning and best practices in bilingual education,
ultimately enhancing student learning experience and outcomes.

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