The Impact of Code Switching on Moroccan EFL Teachers’ Language proficiency

Abstract

This study explores the impact of code-switching on the language proficiency of Moroccan EFL teachers. A mixed-methods approach is used, combining surveys, interviews, and classroom observations to explore how code-switching affects teachers' language skills. The findings reveal that code-switching is a prevalent practice, primarily used to facilitate comprehension and classroom management in multilingual settings. While teachers view it as an effective strategy for bridging linguistic gaps, there are concerns about its long-term implications. Survey results show a high frequency of code-switching, suggesting its effectiveness in addressing linguistic diversity. However, interviews highlight a divide in perceptions, with some teachers fearing that frequent code-switching may limit their exposure to English and reduce opportunities for spontaneous language practice. Classroom observations support the strategic use of code-switching to enhance teaching effectiveness, though excessive use may hinder both teachers' and students' language development by limiting immersion in English. The study underscores the need for a balanced approach to code-switching, ensuring it serves pedagogical goals without compromising language proficiency.