Code switching in teaching english to young learners perspectives and practices of efl teachers in english language centers in can tho city

MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY VO THI NHU Y CODE-SWITCHING IN TEACHING ENGLISH TO YOUNG LEARNERS: PERSPECTIVES AND PRACTICES OF EFL TEACHERS IN ENGLISH LANGUAGE CEN

Background of the study

Language is essential for communication within society, and English has become one of the most widely used languages since government changes in 1986 (Hoang, 2020) In Vietnam, English is the second most taught language after Vietnamese, with a significant emphasis on enhancing communication skills among young learners (Dinh & Pham, 2020) However, in non-English speaking countries, learning the language presents challenges, particularly for EFL teachers who encounter young learners with low English proficiency Instructors must implement effective teaching strategies, as English is neither the students' native language nor part of their daily communication (Nguyen, 2016).

In order to foster English communication with young learners effectively, it is essential for teachers to employ suitable teaching methods and strategies.

Code-switching is a vital pedagogical tool that enhances engagement and supports the learning journey for young learners This dynamic teaching technique, which reflects bilingualism, significantly influences both language acquisition and the development of linguistic skills (Kim, 2015) Defined as the practice of alternating between two or more languages during communication (Muysken, 2020), code-switching adapts to various social contexts and conversational settings Its application spans across diverse educational environments, including language centers, universities, public and private schools, and online platforms (Kim, 2015).

As an English teacher for young learners at a language center in Can Tho, Vietnam, I have experienced both advantages and challenges in exclusively using English in the classroom The manner in which teachers utilize English plays a crucial role in the language development of young students, particularly in private language schools and centers in Can Tho In this distinctive environment, educators benefit from pedagogical freedom, allowing them to implement various strategies to enhance effective language learning.

Previous research has primarily concentrated on teachers' perceptions of code-switching, neglecting how these perceptions affect actual teaching practices (Dinh & Pham, 2020) This study aims to bridge that gap by exploring the relationship between code-switching in the classroom and EFL teachers' views on teaching English to young learners at language centers in Can Tho By shifting the focus from theoretical discussions to the practical realities of language instruction, this research seeks to understand the impact of teachers' perceptions on their teaching methods, which is crucial for improving the English language teaching capabilities of educators in Can Tho's language centers.

This study explores teachers' perceptions and practices of code-switching in English language instruction for young learners, aiming to provide practical recommendations for EFL teachers By effectively incorporating code-switching, educators can enhance language development and foster a supportive learning environment Ultimately, this approach allows young learners to engage meaningfully with the target language while leveraging their mother tongue, Vietnamese.

Research purposes

This study has three main objectives: to explore teachers' perceptions of code-switching in English language centers in Can Tho city, to identify the various functions that code-switching serves in English teaching classrooms, and to investigate the actual usage of code-switching by teachers when instructing young learners By examining these aspects, the research aims to enhance our understanding of the role and effectiveness of code-switching in the context of English language education for young learners.

Research questions

1 What are the perspectives of English teachers at English centers toward the use of code-switching to teach English to young learners in Can Tho city?

1.1 What are teachers’ attitudes towards the phenomenon of code switching in the classroom?

1.2 From their perspectives, what are the benefits and challenges of using code-switching in teaching English to young learners?

1.3 How do sociolinguistic features of teachers such as gender, qualifications, or their years of experience, affect their use of code-switching in teaching English to young learners?

2 What functions of code-switching are perceived by teachers in English

3 How are these functions reflected in the real classroom context in someEnglish centers in Can Tho city?

Significance of the study

This study aims to enhance English language teaching for young learners in Vietnam by exploring the roles of code-switching in educational settings It seeks to equip teachers with critical thinking skills related to code-switching, enabling effective implementation in their classrooms and fostering supportive learning environments Focusing on young learners, the research highlights the need for specialized teaching strategies to aid language development By bridging the gap between teachers' perceptions of code-switching and its practical application, this study provides a comprehensive understanding of its role in EFL classrooms Additionally, it offers practical insights for EFL teachers in English language centers and contributes to the broader discourse on code-switching in foreign language education, serving as a valuable resource for future research in English language teaching and learning.

Structure of the thesis

The thesis consists of five chapters: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and Discussion (5) Conclusions and Implications.

Chapter 1 reviews the background, the research questions and aims, the significance of the study, and the structure of the whole thesis.

Chapter 2 presents the relevant literature and key research studies, justification for the study, and gaps in previous study on code-switching in language teaching.

Chapter 3 provides the research methodology of the study The chapter describes the research questions, research design, participants, research instruments, data analysis method, and procedure for data collection.

Chapter 4 reports and discusses the main findings of the study in accordance with the research questions.

3Chapter 5 presents a summary of the main research findings The chapter ends with pedagogical implications, limitations of the research, and suggestions for the further studies.

Chapter summary

This chapter presents an overview of the study on code-switching in teaching English to young learners, outlining the background, research aims, questions, significance of the study, and the thesis structure The upcoming chapter will delve into the literature review, offering an in-depth analysis of the role of code-switching in educational contexts.

This chapter explores the theoretical and empirical literature on code-switching in teaching English to young learners, organized into four main sections It begins by defining key terms, including code-switching, young language learners, and Vietnamese EFL teachers The second section provides a justification for the study, followed by a review of related research on teachers' code-switching in EFL classrooms This includes an examination of teachers' perceptions of code-switching, its functions, a framework for analysis, and personal factors influencing teachers' use of code-switching The chapter concludes by identifying gaps in previous studies and summarizing the findings.

Definitions of terms

Code-switching (CS)

Code-switching is a linguistic phenomenon defined as the practice of alternating between two or more languages or language varieties within a single conversation Researchers like Muysken (2020) emphasize that this occurs among bilinguals who switch languages during discourse Additionally, Moghadam, Samad, and Shahraki (2012) describe code-switching as the exchange of language codes in communication settings by users familiar with specific codes Overall, code-switching reflects the dynamic nature of bilingual communication.

Code-switching can be categorized into two types: intra-sentential and inter-sentential Intra-sentential code-switching involves switching languages within a single sentence without interruptions, while inter-sentential code-switching occurs when speakers alternate languages between sentences This linguistic phenomenon allows for a dynamic exchange of languages throughout a conversation According to Metila (2009), code-switching can happen multiple times within a single dialogue and can occur at various linguistic levels, including words, phrases, or entire sentences.

In addition, code-switching is influenced by the social and contextual factors

Code-switching occurs in various social and linguistic contexts, influenced by factors such as language proficiency, cultural identity, and social relationships (Myers-Scotton, 2006) Speakers engage in code-switching for diverse motivations during communication, whether in speaking or writing (Mustafa, 2011) This phenomenon is best understood through a sociolinguistic lens.

This research examines code-switching between English and Vietnamese in English as a Foreign Language (EFL) classrooms in Vietnam Due to the absence of a national policy on classroom language use in foreign language education (Grant & Nguyen, 2017), both English and Vietnamese are frequently utilized in these classes As noted by Le (2014), the practice of code-switching between the two languages is prevalent among educators and students alike.

Code-switching and code-meshing are two concepts related to the use of multiple languages in communication While both involve incorporating different languages or dialects within a conversation, they differ in their application Code-switching is the deliberate alternation between languages or dialects, often influenced by social context or the desire to convey a particular meaning In this practice, speakers consciously shift from one linguistic form to another during their discourse.

Code-meshing is the seamless integration of elements from various languages or dialects within a single sentence or discourse, creating a cohesive communication style Unlike code-switching, which involves a conscious shift between languages, code-meshing reflects a natural blending of linguistic resources, showcasing the speaker's diverse linguistic repertoire This practice blurs the lines between languages, promoting inclusivity and fluidity in language use.

In summary, code-meshing is a deliberate and cohesive approach to using multiple languages, contrasting with code-switching It challenges conventional monolingual standards and celebrates the fluidity and dynamic characteristics of multilingual communication.

Young language learners (YLLs)

Young learners are defined as EFL students aged from seven to fifteen years, who are learning in elementary or senior high school (Beck & McKeown, 2007) Cook

Research from 2013 indicates that young learners acquire foreign languages more effectively than adults This advantage stems from the fact that children's first language development is closely linked to their conceptual growth As they learn a new language, children often relate unfamiliar words in the second language to familiar terms in their native language, enhancing their understanding and retention.

6 language In this study, young language learners refer to EFL students ranging from five to twelve years old in Can Tho city.

Teaching English to young learners presents unique challenges that require teachers to understand their cognitive, emotional, and intellectual development It is crucial for educators to recognize the characteristics and interests of children, as they possess remarkable creativity and limitless imagination when using language According to Halliwell (1992), children can creatively utilize limited language, while Cameron (2001) highlights their enthusiasm and motivation to please teachers, often leading them to engage in tasks even without full comprehension Additionally, young learners tend to communicate with less embarrassment, which can enhance their accent However, teachers should be aware that these learners may quickly lose interest and struggle to concentrate on difficult tasks for extended periods.

Young children exhibit unique characteristics in language learning, as highlighted by Ngarofah and Sumarni (2019) They tend to focus on visual stimuli rather than abstract concepts, making physical movements and activities essential for enhancing their cognitive development When young learners engage in enjoyable activities within a comfortable environment, their classroom engagement increases significantly Additionally, children thrive in collaborative settings, often preferring to work in pairs or groups, which further supports their learning experience.

Young learners possess a logical mindset that adheres to rules and often depend on verbal and physical cues to understand meaning They thrive in environments where learning is enjoyable, stimulating, and rewarding, often engaging in play as a key component of their educational experience.

In conclusion, the distinctive traits of young learners highlight the importance of developing tailored strategies for teaching English as a foreign language By understanding these characteristics, educators can design innovative and engaging activities that promote a positive and enjoyable learning atmosphere for their students.

Vietnamese EFL teachers

Vietnamese EFL teachers play a crucial role in the education system, particularly as English proficiency becomes essential for global communication and career advancement This research focuses on the impact and significance of Vietnamese EFL teachers in enhancing English language skills among students.

English language centers, operated by private investors or international organizations, provide essential English courses for non-native speakers, reflecting the growing demand for English proficiency (Le, 2011) These centers serve as an effective model for attracting students, similar to private tutoring but on a larger scale, with structured management by international educators (Dang, 2007) Teachers in this environment enjoy the flexibility to select their own teaching methods, enabling them to effectively engage young learners Additionally, many Vietnamese teachers possess bilingual skills, enhancing their ability to teach English effectively (Rahimi and Eftekhari).

In 2011, a lack of sufficient exposure to the English language led both teachers and students to frequently engage in code-switching This practice involves transitioning between English and Vietnamese, particularly when teachers provide instructions to students in the English as a Foreign Language (EFL) classroom.

Justification for the study

This research is grounded in Vygotsky's sociocultural theory, which profoundly influences our understanding of child development and cognition Vygotsky (1978) emphasized that cognitive development is closely tied to social interactions, viewing learning as a collaborative process His theory asserts that human intelligence is shaped by societal and cultural factors, highlighting the critical importance of social interaction in cognitive growth and the challenges children encounter when expressing themselves in this context.

Vygotsky's theory significantly impacts psychology and education, especially regarding children's development, making it relevant to our research project Its frequent application in studies focused on similar objectives, particularly in contexts involving English as a foreign language, supports the goals of our investigation.

This study aligns with Vygotsky's sociocultural theory to explore teacher-student interactions within the unique cultural and linguistic setting of English language centers in Can Tho City By utilizing this framework, we aim to understand the dynamics of teaching and learning in real-life situations, thereby enhancing the conversation on effective foreign language pedagogy.

Sociocultural theory provides a crucial framework for understanding how social interactions, cultural influences, and language practices shape EFL teachers' perceptions of code-switching with young learners This theory effectively captures the intricate dynamics between teachers and learners, emphasizing the importance of context in language education.

8 and the social-cultural context in which they are situated.

Related studies about teachers’ CS in EFL classes

The previous research about teachers’ perceptions of CS’

Nguyen (2013) explored code-switching between Vietnamese and English in casual conversations, examining the motivations and techniques used by participants The research involved audio recordings and brief interviews with seven bilingual Vietnamese-English female groups, capturing their daily interactions in dormitory rooms and communal kitchens The conversations were transcribed to analyze instances of code-switching, encompassing both inter-sentential and intra-sentential switching.

To validate the findings, brief interviews were conducted with participants following data collection The results indicated that limited proficiency and unfamiliarity with specific terms in one language contributed to code-switching Significantly, the findings highlight that code-switching is an effective communication strategy for bilingual individuals to meet their interactional objectives.

A study by Ngo and Phuong (2018) in Vietnam examined the positive effects of code-switching among English teachers in a medical college EFL classroom Utilizing a descriptive qualitative approach, the researchers gathered data through classroom observations, audio recordings, and interviews with five English teachers The findings confirmed that teachers frequently employed code-switching, particularly during grammar explanations, vocabulary instruction, classroom management, relationship building with students, and providing guidance These results aligned with previous research by Harmer (2007), Tang (2002), Schweers (1999), and Myers-Scotton (1993), underscoring the significance of code-switching in enhancing the learning experience.

9 cross-cultural explanations, and using humor However, the researchers suggest that teachers should raise concerns about the drawbacks of code-switching in their English language classrooms.

Song and Lee (2019) investigated the impact of teacher code-switching in English as a Foreign Language (EFL) classrooms for young learners in Daejeon, South Korea, utilizing data from Song's earlier master's thesis Their mixed-method study involved 72 preschool children aged 5 and 6 and aimed to assess performance differences between two instructional groups The descriptive analysis revealed that code-switching proved more effective than English-only instruction for vocabulary acquisition, with post-test results indicating that brief use of the children's first language significantly enhanced learning outcomes, a benefit that persisted two weeks later Furthermore, the preschoolers expressed a strong preference for incorporating their first language in English lessons, demonstrating a negative response to exclusive English instruction This research offers crucial empirical evidence on the efficacy of teacher code-switching for very young EFL learners.

Mahdi and Almalki (2019) conducted a qualitative study using a mixed-methods approach to investigate teachers' perceptions of code-switching in Jeddah, Saudi Arabia, involving 67 teachers from public and private schools Data was collected through a comprehensive questionnaire featuring both open-ended and closed-ended questions, guided by Sert's (2005) theoretical framework for code-switching, which categorizes its functions into topic switch, repetitive functions, and affective functions The results revealed a predominantly negative attitude towards code-switching among teachers, who largely disapproved of using the first language in English as a Foreign Language (EFL) classrooms Teachers tended to avoid code-switching due to the limited opportunities it provided for students to practice the target language; however, many utilized it to support low-level learners and facilitate various language tasks This study expands on Sert's (2005) classification of code-switching functions.

Dinh and Pham (2020) investigated the functions and motivations behind code-switching among primary English teachers in EFL classrooms in Vietnam Utilizing qualitative data collection methods such as classroom observations, audio recordings, and interviews, the study involved seven English teachers from primary schools.

In a study involving teachers from the Mekong Delta, researchers utilized a checklist to observe the functions of code-switching in classrooms, supplemented by audio recordings to capture spontaneous instances Interviews provided insights into teachers' perspectives on code-switching, revealing it as an effective pedagogical tool in primary EFL settings The findings indicated that code-switching enhanced lesson comprehension and optimized instructional time, suggesting it should be viewed as a beneficial instructional strategy rather than a barrier to language acquisition Teachers strategically employed code-switching to support student learning and foster a more inclusive classroom environment.

Likewise, Sastra and Adriyanti (2022) explored the English teachers’ perception of the effectiveness of using code-switching to the EFL young learner at

The research conducted at SD Lab Undiksha Singaraja, Bali, utilized a mixed-method design, engaging five English teachers through both questionnaire surveys and interviews Quantitative data captured the teachers' perceptions, while qualitative data provided insights into their strategies The qualitative data from the interviews were analyzed following the data analysis process suggested by Miles and Huberman, ensuring a comprehensive understanding of the teachers' approaches.

In 1994, a study revealed that teachers often employed code-switching to introduce and clarify challenging English vocabulary for their students By blending English with Bahasa Indonesia in their speech, they effectively facilitated comprehension These findings indicate a favorable view of code-switching in English instruction, highlighting its potential as a valuable tool to improve students' understanding of the target language.

In a study by Hazaymeh (2022), teachers' perceptions of code-switching in English as a foreign language classrooms in Al-Ain, UAE, were examined, building on findings from Sastra and Adriyanti (2022) The research utilized two data collection methods: a questionnaire completed by 46 respondents, adapted from prior studies by Chonge (2019), Fachriyah (2017), and Lee (2016), and an online group interview with seven teachers via Microsoft Teams Results indicated that most teachers endorsed code-switching, recognizing its positive impact on English teaching and learning, and viewed it as a purposeful instructional tool that fosters a sociable classroom atmosphere and supports language development.

11 learning process The study also found that code-switching was considered an effective practice in EFL settings, playing a significant role in the teaching and learning of English.

In their 2022 study, Temesgen and Hailu explored the functions and motivations behind teachers' code-switching (CS) in English as a Foreign Language (EFL) classrooms in Ethiopia using a qualitative case study approach Data collection involved audio-assisted classroom observations, field notes, and stimulated recall interviews with three English teachers from a secondary school The study, guided by Ferguson’s (2003) framework, revealed that teachers employed code-switching for academic, managerial, and social purposes The findings suggest that strategic use of code-switching can enhance teaching effectiveness, particularly in environments where students struggle with English proficiency However, the authors warn that excessive reliance on the first language might hinder students' opportunities to engage with and practice the target language.

The function of code-switching and framework for code switching

Code-switching in foreign language classrooms serves similar functions as in bilingual communities and second language settings, primarily enhancing classroom interaction Research by Fachriyah (2017) highlighted that lecturers utilize code-switching for clarification, repetition, explanation, translation, and various other purposes to support student understanding and engagement Puspawati (2018) found that teachers strategically employ code-switching to aid students with lower English proficiency, improve teaching efficiency, and facilitate learning Key functions identified include knowledge transmission, class management, and fostering interpersonal relationships Additionally, Yletyinen (2004) noted that both teachers and students engage in code-switching for social, discourse, and pedagogical reasons, reinforcing its significance in educational contexts.

Code-switching serves multiple functions in the classroom, including clarifying misunderstandings, requesting help, and facilitating self-corrections Ngo and Phuong (2018) explored its role in an EFL classroom at a medical college in Vietnam, revealing that teachers frequently switch languages for various purposes such as explaining grammar, giving instructions, managing the classroom, fostering relationships, providing cross-cultural insights, and incorporating humor This practice not only aids in communication but also enhances the learning experience for students.

This study investigates the use of code-switching among EFL teachers, drawing on various theoretical frameworks for analysis Sert's (2005) framework highlights functional roles such as topic switch, affective function, and repetitive function, which were also identified by Bensen and Çavuşoğlu (2013) in EFL classrooms Additionally, Makulloluwa (2013) explored pedagogical, administrative, and interactional purposes across varying proficiency levels The findings indicate that most teachers had a positive attitude toward using L1, recognizing its utility in enhancing comprehension This research also incorporates Ferguson's (2003) framework, focusing on curriculum access, classroom management discourse, and interpersonal relations.

In 2022, a framework was proposed that categorizes academic, managerial, and social functions to analyze code-switching in educational contexts Despite variations in terminology, a commonality exists in how these functions are classified within teachers' discourse For instance, Ferguson (2003) referred to "curriculum access," while Temesgen and Hailu (2022) used "academic function," both highlighting code-switching as a tool to enhance students' comprehension of lesson material Furthermore, the terms "classroom management discourse" and "managerial function" are synonymous, as they both focus on facilitating lesson delivery and managing student behavior.

Interpersonal relations and social function play a crucial role in managing and negotiating the dynamics between teachers and students This framework is chosen for its applicability across diverse contexts, including both authentic environments and foreign language classrooms Additionally, it is supported by numerous studies focused on English as a Foreign Language (EFL) settings, including the current research Recent studies have further validated the various functions and applications of this framework in educational contexts.

13 of teachers’ codes-witching reported in the previous studies In this analysis, it was only focused on three primary functions: academic, managerial and social functions

(Temesgen & Hailu, 2022) that can benefit students in their learning.

The data about the functions of code-switching in the classroom which had been gathered showed that all the functions of code-switching proposed by Temesgen

According to Hailu (2022), educational functions can be categorized into three main areas: academic, managerial, and social The academic function focuses on delivering curriculum and knowledge within the classroom setting The managerial function involves overseeing classroom dynamics and monitoring student behavior Lastly, the social function aims to enhance the overall classroom atmosphere, fostering interaction between learners and teachers.

Academic functions in education play a crucial role in helping students grasp lesson content effectively These functions encompass checking comprehension, clarifying vocabulary and grammar, summarizing key points, compensating for teachers' limitations, correcting mistakes, and conveying cultural nuances Ferguson (2003) highlights that code-switching (CS) promotes a comfortable and secure classroom atmosphere, enhancing students' access to knowledge By incorporating the first language (L1), educators can clarify challenging concepts, demonstrating that code-switching positively influences English language instruction.

Code-switching plays a crucial role in classroom management, enabling teachers to effectively address student behavior, deliver clear instructions, and maintain lesson continuity By utilizing various code-switching techniques, educators can reprimand students during serious misbehavior, remind them of expectations, provide task-related instructions, transition between topics, and capture students' attention This strategic adaptation of language not only reinforces the teacher's authority but also contributes to a more inclusive and engaging learning atmosphere.

In the classroom, code-switching serves important social functions that enhance teacher-student relationships By using humor, expressing empathy, and offering compliments in students' native languages, teachers can create a comfortable and supportive learning environment This approach fosters rapport with individual students, promotes personal warmth, and encourages increased student engagement and participation.

14 involvement by inserting Vietnamese words and phrases.

Teachers’ personal factors affecting to teachers' use of CS in their

In EFL teaching, the practice of code-switching by teachers is influenced by several sociolinguistic factors, such as gender, qualifications, and teaching experience Recognizing these factors is essential for a thorough analysis of code-switching in educational contexts.

Gender significantly influences teachers' tendencies and comfort levels with code-switching, shaped by cultural and societal norms A study by Ababtain (2013) on diglossic switching in Saudi Arabic on Twitter revealed that female users preferred Modern Standard Arabic and were less likely to engage in code-switching compared to their male counterparts This highlights the impact of gender and education on language choice and code selection.

As Ababtain (2013) mentioned, qualifications are another critical factor.

Teachers who hold advanced degrees or specialized training in linguistics or language education possess a deeper insight into the effective use of code-switching Their academic qualifications provide them with the theoretical foundation necessary to strategically implement code-switching, thereby improving student comprehension and engagement.

Years of teaching experience play a crucial role in shaping teachers' attitudes toward code-switching in the classroom Research by Siong and Min (2017) indicates that experienced educators are adept at utilizing code-switching to manage classroom dynamics, provide clear explanations, and improve student learning outcomes Their extensive background allows them to identify optimal moments for code-switching, thereby enhancing student engagement and comprehension Conversely, less experienced teachers may rely on code-switching more heavily as a supportive tool.

Understanding the factors influencing code-switching in educational settings is essential for educators, policymakers, and researchers This knowledge enables them to identify patterns and create strategies that utilize code-switching to enhance language acquisition and promote a more effective learning environment.

Gaps in previous studies

Although existing studies offer important insights into code-switching, there are notable gaps in the literature, particularly regarding English as a Foreign Language (EFL) young learners Additionally, further research is needed to explore the contextual factors influencing code-switching in this demographic.

The exploration of code-switching in the Mekong Delta of Vietnam primarily emphasizes public schools over language centers Researchers utilized questionnaires and interviews for data collection but did not record teachers' lessons, highlighting a gap in the study Further research is essential to enhance the existing understanding of code-switching in this context.

This research aims to investigate the role of code-switching among EFL teachers in teaching young learners, highlighting its significance in early language acquisition Conducted in language centers in Can Tho City, it addresses regional linguistic characteristics and enhances our understanding of code-switching practices in varied educational settings By utilizing audio recordings, the study connects theoretical frameworks with practical applications, providing valuable insights for teacher training.

Summary

This chapter reviews relevant literature on language teachers' code-switching while teaching English to young learners, defining key terms such as code-switching, young language learners, and Vietnamese EFL teachers It justifies the study and discusses previous research on teachers' perceptions of code-switching, highlighting its functions and the analytical framework used Additionally, it examines factors influencing teachers' use of code-switching in the classroom and identifies gaps in existing studies The next chapter will outline the research methodology to address the study's research questions.

This chapter outlines the methodology used in the study, structured into six key sections It begins with the research questions (Section 3.1) and research design (Section 3.2), followed by a detailed description of the research participants (Section 3.3) and the instruments utilized (Section 3.4) The methods for data analysis are presented in Section 3.5, while Section 3.6 explains the data collection procedure The chapter concludes with a discussion of research limitations (Section 3.7) and a summary (Section 3.8).

Research questions

1 What are the perspectives of English teachers at English centers toward the use of code-switching to teach English to young learners in Can Tho city?

1.1 What are teachers’ attitudes towards the phenomenon of code switching in the classroom?

1.2 From their perspectives, what are the benefits and challenges of using code-switching in teaching English to young learners?

1.3 How do sociolinguistic features of teachers such as gender, qualifications, or their years of experience, affect their use of code-switching in teaching English to young learners?

2 What functions of code-switching are perceived by teachers in English language classrooms?

3 How are these functions reflected in the real classroom context in someEnglish centers in Can Tho city?

Research design

This research investigates the code-switching practices of EFL teachers at an English language center, emphasizing their perspectives and classroom functions Employing a mixed-methods approach, which integrates both qualitative and quantitative methodologies, the study effectively addresses the research questions According to Creswell and Clark (2017), this combination of methods strengthens the overall research design, providing a comprehensive understanding of the teachers' practices in real classroom settings.

This study employs a quantitative approach, utilizing questionnaires to gather data on teachers' perceptions of code-switching in English instruction for young learners in Can Tho city This structured method facilitates systematic data collection, allowing for the identification of patterns and trends within a broader sample.

Qualitative research focuses on specific situations and individuals, prioritizing words over numbers (Maxwell, 2008) This study will utilize audio recordings to gather data on teachers' code-switching in actual classroom environments By incorporating qualitative data, the research enriches the quantitative findings, providing a deeper and more contextual understanding of teachers' experiences and practices.

Combining quantitative analysis of teacher perceptions with the examination of code-switching functions enhances the credibility and validity of our study through data triangulation This integrated approach enables a comprehensive exploration of our research objectives, allowing us to identify patterns in teachers' perceptions while quantifying the frequency of various code-switching functions in classroom interactions.

This study will employ a mixed-method approach, incorporating both a questionnaire and audio recordings to investigate teachers' code-switching in detail The data will be collected through audio recordings from actual EFL classrooms, which will be analyzed alongside the questionnaire responses to provide a comprehensive understanding of code-switching practices among teachers.

In short all instruments in this research are presented in Table 3.1.

1 What is the perspective of English teachers at

English centers toward the use of code-switching to teach English to young learners in Can Tho city?

2 What functions of code-switching are perceived by teachers in English language classrooms?

3 How are these functions reflected in real classroom audio recording context in English Centers in Can Tho city?

Research participants

The study involved ninety-three EFL teachers from English language centers and private schools in Can Tho city, comprising seventy female and twenty-three male educators Participants included eighty-four with Bachelor's degrees and nine with Master's degrees in English language teaching, most of whom graduated from Can Tho University All teachers had a minimum of one year of experience teaching young learners aged five to twelve and shared Vietnamese as their mother tongue while speaking English as a foreign language The research was conducted with the participants' consent, and three teachers were selected from the questionnaire respondents for audio recording to gather additional insights Detailed participant backgrounds are presented in tables 3.2 and 3.3.

Description of participant’s background for questionnaire

Background Information Number (N) Percentage(%) Gender Male 23 25% Female 70 75%

Workplace Private school 7 8% Language center 86 92%

Description of participant’s background for audio recording

Workplace Private school 0 0% Language center 3 100%

Data collection tools

Questionnaire: .20 3.4.2 Audio recordings: 23 3.5 Data analysis method 24 3.6

Ninety-three teachers from Can Tho City, selected based on specific criteria, participated in the study to provide valuable insights These criteria included holding a BA Degree or higher in English language teaching, possessing at least one year of teaching experience, and working in private schools or English language centers that frequently utilize code-switching This purposeful selection ensures that participants are both experienced and well-acquainted with the relevant educational context, aligning with the research objectives (Kumar, 2018; Patton).

2014) Additionally, teachers' interest and willingness to cooperate are considered crucial.

To address the initial research questions, a quantitative approach was utilized, employing questionnaires to gather data on teachers' perceptions of code-switching in English instruction for young learners in Can Tho city The bilingual questionnaire, designed for clarity, was reviewed by the researcher’s supervisor and experienced educators to ensure its validity before piloting Data collection was conducted online using Google Forms to maintain consistent content and format, and the questionnaire consisted of three distinct sections.

● Section 2: The teacher’s perception of code-switching, addressing the first research question.

● Section 3: Teachers’ perception of the functions of code-switching, focusing on the second research questions.

A thirty-three item questionnaire was developed to explore participants' perceptions of code-switching, structured into two main sections The first section focuses on teachers' attitudes towards code-switching and the challenges they face, comprising 17 items The second section examines the academic, managerial, and social functions of code-switching, featuring 16 items based on the framework established by Temesgen and Hailu (2022).

A pilot test involving 15 EFL teachers was conducted to evaluate the adequacy, reliability, and effectiveness of the research tools and procedures The questionnaire was translated into Vietnamese and shared with the participants, who were encouraged to provide feedback on any ambiguous items and the overall categorization of the questions However, the limited sample size of only fifteen participants from the target group was a notable limitation of the study, primarily due to the scarcity of available teachers and their reluctance to participate.

Validity and reliability of the questionnaire

The questionnaire consists of two main sections: the first assesses teachers' perceptions of code-switching, including their attitudes and the challenges they face, featuring 17 items The second section explores the various functions of code-switching as perceived by the teachers.

The study on teaching English to young learners identified 21 switching strategies across three clusters: academic, managerial, and social functions, encompassing 16 items To assess the internal reliability of the questionnaire, a Scale test was performed, yielding a reliability coefficient of α = 0.85 Additionally, five Scale tests were conducted to evaluate the reliability of the main clusters, with results detailed in Tables 3.4 and 3.5.

The study's findings revealed that the Cronbach’s alpha values for the teacher's attitude, challenges of using CS, and academic, managerial, and social functions in the questionnaire were 0.88, 0.89, 0.88, 0.88, and 0.87, respectively These results demonstrate that the questionnaire is sufficiently reliable for data collection in the current research.

Participants were invited to participate in the study through online questionnaires via Google Forms, which offered a convenient and practical method for data collection To ensure completion, participants received gentle reminders to prevent forgetfulness.

Using audio recordings in research, as suggested by Brown and Rodgers

Audio recordings of lessons, as highlighted in 2002, offer valuable and detailed insights into participants' experiences and viewpoints This approach enables researchers to capture the nuances of language and tone, yielding reflections that might be overlooked in direct observation.

In classroom research, maintaining the authenticity of participant behavior is crucial for study validity (Denzin & Lincoln, 2018) To achieve this, participants were typically unaware of recordings during lessons, which helped reduce self-consciousness This method also aligns with ethical guidelines aimed at minimizing participant discomfort and reactivity (DeWalt & DeWalt, 2011).

Retrospective permission is ethically obtained to use recorded lessons for research, ensuring participant consent after the recordings This practice aligns with ethical guidelines, upholding participants' rights and autonomy (APA, 2017; Bryman, 2016) Common in ethnographic research, it enhances ecological validity by capturing authentic interactions (Hammersley & Atkinson, 2007) In educational research, this approach addresses challenges while preserving the validity of participant behavior (Denzin & Lincoln, 2018; Creswell & Creswell, 2017) Ultimately, this methodology promotes authenticity and ethical conduct in studying code-switching within real teaching contexts.

To address the third research question, three lessons were recorded, each lasting around 1.5 hours The recordings were transcribed verbatim to maintain the authenticity of the spoken language, allowing for a thorough analysis of language usage (Gumperz, 1982).

The transcription of the selected recordings involved identifying code-switching utterances and classifying them into individual words in either English or Vietnamese Auer (2013) emphasizes that this segmentation is crucial for effectively distinguishing between the two languages, facilitating accurate quantitative analysis.

A word processing tool was utilized to accurately count the total words spoken by each teacher in both English and Vietnamese, significantly reducing human error (Milroy & Muysken, 1995).

To quantify the extent of code-switching in conversations, the percentage of Vietnamese words relative to the total number of words spoken was calculated using the formula: Percentage of Code-Switching = (Number of Vietnamese Words/Total Number of Words) × 100 This method effectively measures the integration of Vietnamese vocabulary within the overall dialogue.

Code-switching was recognized when there was a shift in language during the

23 conversation The functions of code-switching will also be identified and coded based on the ’s Temesgen and Hailu (2022) framework (see Chapter 2, Section 2.2 for a detailed description).

The use of CS found from quantitative data

The teacher’s perception of CS

This section highlights the findings regarding teachers' attitudes and challenges associated with code-switching (CS) in English instruction for young learners, based on data gathered from 93 participants through 17 statements in the questionnaire Two Descriptive Statistics Tests were performed to analyze the mean scores related to teachers' attitudes and the challenges they face with CS, with results presented in Table 4.1.

The mean score of the teacher’s perception of CS

N Minimum Maximum Mean Std. Deviation

According to Oxford’s scale (1990) and the descriptive statistics, the mean score of participants’ attitudes towards code-switching (CS) is high (M=4.01, SD= 66), indicating that teachers generally hold a positive view of CS as a teaching method for young learners This high mean score reflects that most educators consider CS an effective and beneficial strategy in their classrooms.

On the other hand, the mean score for the challenges faced by teachers using

CS is at a medium level (M=3.16, SD=0.58) This suggests that while teachers do encounter challenges when implementing CS, these obstacles occur with moderate

28 frequency The moderate mean score indicates that while there are some challenges, they are not overly challenging to manage.

Overall, these findings suggest that teachers are generally positive about using

CS in their teaching practices, they also recognize and experience some challenges related to its use.

Key to understanding the averages (Oxford, 1990)

Differences of EFL teacher about CS functions

Independent-Samples T Tests were conducted to analyze the differences in attitudes and challenges regarding code-switching (CS) among English as a Foreign Language (EFL) teachers, focusing on factors such as gender, educational qualifications (BA and MA degrees), and years of teaching experience The findings from these analyses are presented in Tables 4.3 and 4.4.

Descriptive statistics on the teacher’s attitude in terms of genders, qualifications, and years of teaching

Attitude N Mean Std Deviation Std Error Mean

BA 84 4.01 0.67 0.07Qualification MA 9 4.02 0.55 0.18Year(s) 1-3 years 45 4.04 0.78 0.12 of teaching 3-5 years 20 3.97 0.48 0.11 5-10 years 16 3.94 0.65 0.16 10-15 years 12 4.02 0.43 0.13

Descriptive statistics on the teacher’s challenges in terms of genders, qualifications, and years of teaching

Challenges N Mean Std Deviation Std Error Mean

Year(s) 1-3 years 45 3.25 0.59 0.09 of teaching 3-5 years 20 3.16 0.45 0.10 5-10 years 16 3.14 0.73 0.18 10-15 years 12 2.84 0.46 0.13

As shown in tables 4.3 and 4.4, regarding the gender, an Independent-Samples

T Test was performed to explore differences in attitudes and challenges related to CS

A study involving 30 male and female teachers found no statistically significant differences in their attitudes towards computer science (CS), with a p-value of 0.54 and a t-value of 1.36, indicating that both genders share equally positive views Additionally, the analysis of challenges related to CS revealed no significant differences between male and female teachers, as shown by a p-value of 0.78 and a t-value of -1.18 This suggests that both male and female educators face similar challenges in utilizing CS.

CS are faced to be difficult in the same level by male and female teachers.

An Independent-Samples T Test was performed to assess the differences in attitudes and challenges faced by teachers with BA and MA degrees The results indicated no statistically significant difference in attitudes towards computer science (CS) between the two groups (p=0.36, t=0.08), suggesting that both BA and MA teachers hold equally positive views Additionally, the analysis of challenges encountered in using CS also revealed no significant difference (p=0.90, t=-1.95), implying that both groups experience similar levels of difficulty in this area.

A study categorized teachers into four experience groups: 1-3 years, 3-5 years, 5-10 years, and 10-15 years, to assess their attitudes and challenges regarding computer science (CS) Two Independent-Samples T Tests revealed no significant differences in attitudes among the groups (p=0.11, t=0.38; p=0.14, t=-0.34), indicating that all teachers maintain similarly positive perspectives on CS Additionally, the analysis of challenges faced by these teachers also showed no significant differences (p=0.31, t=0.62; p=0.07, t=1.23), suggesting that educators across all experience levels encounter similar obstacles in consistently implementing CS in their teaching.

The study utilized Independent-Samples T Tests to investigate differences in attitudes and challenges related to code-switching (CS) among EFL teachers, focusing on gender, qualifications, and teaching experience Findings revealed no significant differences between male and female teachers, as both groups exhibited equally positive attitudes towards CS and encountered similar challenges Furthermore, comparisons between teachers with BA and MA degrees also showed no notable differences, indicating a shared positive perception and common difficulties regarding CS Additionally, when categorized by teaching experience into four groups (1-3 years, 3-5 years, 5-10 years, and 10-15 years), the results consistently demonstrated no significant differences in attitudes or challenges, suggesting that all teachers, irrespective of their experience level, maintain a similarly positive outlook on CS and face comparable obstacles.

Teachers’ perception of the functions of code-switching

This section shows results on teachers' perception of the functions of CS to teach English for young learners The data was collected from 93 participants' responses to 16

In Part 2 of the questionnaire, 31 statement items were analyzed, as detailed in Chapter 3, Section 3.5 Descriptive statistics tests were performed on three clusters of functions related to customer service (CS), with the findings summarized in Tables 4.5 and 4.6.

The mean score of the functions of CS

N Minimum Maximum Mean Std Deviation Academic function 93 2.25 5.00 3.74 0.52 Managerial function 93 1.20 5.00

The results from Table 4.5 indicate that the mean scores for academic and social functions were 3.74 and 3.69, respectively, suggesting a high level of code-switching (CS) usage among teachers in English language instruction for young learners According to Oxford’s scale (1990), these scores reflect that teachers frequently utilize CS to enhance students' academic understanding and facilitate social interaction The elevated mean score for academic function highlights CS as an effective tool for improving comprehension of academic content, while the high score for social function demonstrates its role in fostering communication and inclusivity within the classroom.

The average score for the managerial function of classroom management (CS) among teachers was 3.14 (SD=0.83), indicating a medium level of utilization This implies that educators moderately employ classroom management strategies for tasks like providing instructions, maintaining discipline, and organizing classroom activities.

To compare the mean scores of academic and social function, a Paired-Samples

A T Test was conducted to determine if there is a statistically significant difference in the frequency or perceived importance of the two functions analyzed The findings of this test are presented in Table 4.6.

Descriptive statistics on academic and social function

Pair 1 Academic function 3.74 93 0.52 0.05 Social function 3.69 93 0.83 0.09

The result from Paired-Samples T Test indicated that there was no difference between the two mean scores (t=0.62, p=0.54) The teachers use CS for both academic and social function equally.

Teachers favor using communication strategies (CS) mainly for academic and social interactions rather than for management tasks This preference underscores the significant role of CS in enhancing both cognitive development and social engagement in language learning for young students.

The use of CS found from qualitative data

Teachers’ code-switching

This section discusses the findings on teachers' use of code-switching while teaching English to young learners, based on data collected from three different classes The analysis includes teacher codes, total words spoken in a 90-minute session, and the breakdown of English and Vietnamese words, with a percentage of code-switching calculated from the ratio of Vietnamese to total words Results indicate that two teachers (T1, T2) code-switched between 5-35%, while another teacher exceeded 60% The data highlights significant variations in word usage among teachers, showing that English was not predominantly used, with considerable reliance on Vietnamese Detailed results are available in Table 4.7.

Percentage of teachers’ code-switching

Teacher Number of word English Vietnamese Percentage of used in 90 minutes words code-switching

The functions of EFL teacher’s CS in classrooms at language center

The data collected from audio recordings revealed three primary functions of EFL teachers' code-switching: (a) academic, (b) managerial, and (c) social functions

(see Chapter 2, Section 2.3.2 for a detailed description).

In academic settings, code-switching (CS) is mainly utilized to assess students' comprehension, clarify vocabulary, and rectify mistakes, rather than for euphemistic reasons The study reveals that participants infrequently employ CS for academic objectives, neglecting aspects such as grammatical rules, recapitulation, cultural messages, and the shortcomings of teachers Detailed findings are presented in Table 4.8.

The managerial and social functions of code-switching (CS) are distinctly defined, with managerial uses encompassing reprimanding students, providing instructions, facilitating topic shifts, managing transitions, and capturing students' attention In contrast, social functions of CS include creating humor, fostering solidarity, and offering compliments Notably, EFL teachers in language centers predominantly utilize CS for giving instructions and gaining students' attention, which are key aspects of managerial functions, as illustrated in Table 4.9.

In conclusion, while classroom management and social interaction in EFL teaching are often enhanced through the use of CS, its primary application tends to be for managerial and social purposes rather than strictly academic ones.

Correcting errors�� �� �� Delivering culture-related messages

Euphemism purposes��Compensate for teachers’ incompetence

Topic shift �� �� �� Transitions �� �� Getting students’ attention�� �� ��

Note T1: teacher 1, T2: teacher 2, T3: teacher 3 a Academic functions

Audio recordings reveal that the teachers frequently code-switch from English to Vietnamese during key academic functions, particularly when checking students' understanding, teaching vocabulary, and correcting errors Conversely, the use of code-switching for euphemistic purposes is less prevalent.

Our analyses of the data relevant to all these acts are presented below.

Teachers often use code-switching as a method to evaluate student comprehension, especially in language learning environments This approach entails alternating between students' native language and the target language to enhance understanding and engagement.

36 fully comprehend the content being taught The Extract from Teacher 3 explains this practice.

Context: The teachers played audio for listening practice and checked the students' comprehension of the given instructions.

Teacher: And number five which school does Bill go to?là hỏi về gì ta?(What is this question about?)

Student:Bill đang học trường nào?(Which school is Bill studying?)

In response to the teacher's question about how to represent the school Bill is attending, the student correctly identifies that the appropriate format is to use a name.

Teacher:Đúng ời ghi chữ nghe, rồi mấy bạn hiểu chưa?(That's right, write words, do you understand?).

Teacher: Mấy bạn hiểu mình làm gì chưa? hiểu rồi phải hông? Giờ mình nghe nhe.(Do you understand what we are doing? You understand, right? Now we listen).

In the extract, the teacher employs code-switching between English and Vietnamese during a listening exercise to enhance student comprehension By first asking about Bill's school and then switching to the student's native language for clarification, the teacher ensures understanding The teacher provides feedback, confirms correct answers, and checks for understanding through questions in Vietnamese, especially when students are silent This strategy not only facilitates effective participation but also encourages student responses by using their first language when needed Similar instances of this approach are illustrated in Extracts 2 and 3.

Context: After covering the main lesson content, the teacher rewarded the students with stickers She then wants to ensure they have understood the lesson well.

The teacher announced that she would go around the class and ask each student a question to check if anyone had forgotten the lesson.

Teacher: What do you like? I like…

Context: After watching a video about the self-care activities, the teacher wants to check if the students remember the activities shown in the video.

Teacher: Okay so after watching the video everyone, do you remember?

What can you do to look after yourself at home? What can you do? Tell me one activity you can do? Tell me one.

After watching the video, consider one self-care activity you can do at home to enhance your well-being.

Teacher:Bạn nào có thể cho cô một cái hoạt động mình tự làm được hông? (Can anyone give me one activity you can do on your own?

Teacher: I can… one just one Kitty, what can you do?

In Extract 2, the teacher effectively prepares her students for an upcoming review session by announcing her intention to check for any forgotten lessons By communicating solely in Vietnamese, she ensures that the students fully comprehend the instructions, enhancing their understanding and engagement in the learning process.

In Extract 3, the teacher initiates the lesson by posing questions in English and subsequently translating them into Vietnamese, utilizing repetition to guarantee comprehension among all students By asking for examples of independent activities, the teacher fosters an environment that encourages English speaking practice Despite their varied teaching methods, both teachers aim to ensure that students thoroughly understand the material being presented.

Using Vietnamese equivalents for English vocabulary is an effective teaching strategy that enhances students' understanding By introducing, explaining, and verifying word meanings, this approach connects new English terms to students' native language, minimizing confusion and improving retention The following extract exemplifies this method.

The teacher introduced new vocabulary related to transportation by playing a song that highlighted various modes of transport Students were encouraged to listen attentively, observe the different types mentioned, and commit them to memory for future use.

Teacher: Bus, yes, buslà xe gì ta… (what kind of vehicle is a bus ?)

Teacher:Xe buýt đúng rồi (bus, that's right)

In Extract 4, the teacher effectively introduces new transportation vocabulary by first engaging students in Vietnamese, prompting them to recall the terms in their native language Although the vocabulary is straightforward and can be inferred from the song's context, the teacher uses L1 for clarification, confirming the students' understanding This interaction underscores the teacher's strategy of utilizing Vietnamese to ensure that all students accurately grasp and retain the vocabulary A comparable approach is illustrated in Extract 5.

Teacher: Ok, vậy là ngoài mấy cái bạn kể ra nè (So, aside from what you all mentioned) For example, a car, a plane Everyone, a car, a plane, a taxi, a bus, a ship.

The teacher prompted the students by asking if there was anything else they could recall, encouraging them to share any additional words they might remember.

Teacher: Yes, police car That's right,là xe gì ta?(what kind of vehicle is that?) Student:Xe cảnh sát.(police car)

The other functions of EFL teacher’s CS in classrooms at

The data collection revealed additional functions of code-switching that enhance teaching strategies and student engagement The study shows that code-switching is employed to bridge language gaps, confirm information, answer students' questions in Vietnamese, and issue warnings These findings illustrate the strategic use of code-switching to create a more engaging and supportive learning environment, effectively addressing various classroom dynamics and student needs, as detailed in Table 4.10.

Other functions T1 T2 T3 Confirmation�� �� �� Answering students’

The function of confirmation emerged as a significant aspect of code-switching in

In EFL classrooms, teachers frequently employ code-switching to verify students' comprehension and agreement with lesson content or instructions This technique fosters a more collaborative learning environment, enhancing communication and engagement among students.

51 supportive communication environment, where comprehension is emphasized and any possible misunderstandings are quickly resolved The Extract from Teacher 2 explains this practice.

Teacher: What can you do?

Teacher:Này hả? (This one?)

Teacher: Brush your teeth or brush your hair.

This extract emphasizes the teacher's effective use of code-switching (CS) to enhance communication and comprehension By incorporating the students' native language, Vietnamese, the teacher confirms their choices and aids in their understanding This demonstrates how code-switching can significantly facilitate clear and precise interactions in the classroom.

Code-switching plays a vital role in addressing students' inquiries, as teachers often switch to Vietnamese to deliver clear and precise answers This approach helps ensure that students grasp the information effectively, making it especially beneficial for resolving doubts that may occur during lessons Insights from Teacher 1 highlight the significance of this practice in enhancing student comprehension.

Teacher: Okay Now let’s play a game If you can ….You go back to your seat. Okay.

Student:Sao không có eight dạ cô?(Why is there no eight, teacher?)

Teacher: Number eight, In the next lesson, okayhồi học bài tới nà.(We'll learn it later)

Student:Cô ơi, con muốn ngồi kế Steven.(Teacher, I want to sit next to Steven)

Teacher: No You like him He's a baby And you like a sister, right? You take care of him And you talk, talk, talk, talk all the time No.

Student: Laterlà gì vậy?(What does “later” mean?)

Teacher:Chút nữa đi.(It means in a little while)

Student:Chút nữa là làm gì?(What next?)

Teacher: Okay So, we are going to play a game with the board.

In Extract 28, the teacher introduces a game and a student notices the absence of the number eight in the sequence, prompting a question in their native language (L1) The teacher skillfully employs code-switching between English and Vietnamese to clarify that the number eight will be covered in the next lesson, enhancing communication and comprehension This interaction underscores the effectiveness of using L1 to address students' inquiries, ensuring they fully grasp the content Similarly, in Extract 29, a student expresses a wish to sit next to Steven in Vietnamese, to which the teacher responds in English, demonstrating continued support for bilingual communication in the classroom.

In a classroom interaction, a student seeks clarification on the term "later," asking, "Later là gì vậy?" in Vietnamese The teacher responds by explaining its meaning in Vietnamese, prompting the student to request further clarification on the explanation This exchange emphasizes the teacher's strategic use of Vietnamese to ensure comprehension, particularly in response to the student's inquiry.

Code-switching serves as an effective warning mechanism in educational settings, where teachers often revert to their native language to alert students about potential issues or inappropriate conduct This practice is crucial for upholding classroom management and ensuring that students adhere to established behavioral expectations.

Teacher: Okay go back here, Peter Peter.

The teacher emphasized that although the task appears simple at first glance, it is, in fact, quite challenging Despite its seemingly easy nature, the complexity of the task should not be underestimated.

In this extract, the teacher emphasizes the importance of approaching challenging exercises with caution By using Vietnamese, the teacher ensures that students grasp the task's difficulty and are mentally prepared to engage with it attentively This approach effectively conveys critical warnings and instructions, highlighting the significance of using the students' first language (L1) for better understanding.

Discussion

Research question 1

English teachers in Can Tho's language centers exhibit a positive attitude towards code-switching when teaching young learners, contrasting with Mahdi and Almalki's (2019) findings that indicated a negative perception due to concerns over limiting students' English speaking opportunities Despite this, the teachers in Mahdi and Almalki's study still utilized code-switching for various reasons, including assisting lower-level students and simplifying tasks This perspective aligns with the findings of Hazaymeh, highlighting the nuanced role of code-switching in language education.

(2022), Makulloluwa (2013), Ngo and Phuong (2018), Nguyen (2013), Sastra and Adriyanti (2022) which found that teachers suggest a positive perception and perceive

Code-switching (CS) serves as an effective tool for enhancing communication, comprehension, and classroom management, especially for students with lower English proficiency Teachers perceive CS as a purposeful instructional strategy that fosters language development in EFL classrooms, allowing them to bridge linguistic gaps and create inclusive learning environments This approach can help alleviate student anxiety and boost confidence in English classes However, teachers acknowledge some challenges, primarily the risk of overusing CS, which could hinder students' full immersion in the language Thus, it is essential to employ code-switching strategically, as it can significantly enhance understanding and engagement among younger learners, making it a valuable pedagogical resource.

Research question 2

Teachers at English language centers in Can Tho city recognize various functions of code-switching (CS) when instructing young learners These functions are classified into academic, managerial, and social categories, as detailed in Section 4.1.3, following the framework established by Temesgen and Hailu (2022) This classification is consistent with Ferguson's findings.

The 2003 framework emphasizes the significance of curriculum access, classroom management discourse, and interpersonal relations Findings from the study indicate that the academic functions of collaborative strategies (CS) were the most frequently emphasized, aligning with the results reported by Dinh and Pham.

(2020), Fachriyah (2017), (Bensen & Çavuşoğlu, 2013; Fachriyah, 2017; Makulloluwa, 2013; Puspawati, 2018; Sert, 2005; Yletyinen, 2004) and Puspawati

In 2018, it was highlighted that code-switching (CS) plays a crucial role in reinforcing lesson content and helping students understand key concepts, while managerial functions were acknowledged as important but less emphasized This perspective aligns with the findings of Fachriyah (2017), Ngo and Phuong (2018), and Puspawati (2018), who identified CS as an effective tool for maintaining classroom order in English as a Foreign Language (EFL) settings Additionally, teachers recognized the social functions of CS, consistent with Dinh and Pham (2020), who noted that CS fosters strong teacher-student relationships and contributes to a more comfortable learning environment in primary EFL classrooms.

Research question 3

classroom context in some English centers in Can Tho city?

Teachers' code-switching (CS) functions were evident in their classroom practices, as demonstrated in audio recordings The primary role of CS was to enhance students' comprehension of lesson content, with teachers frequently employing it to check understanding, teach vocabulary, and correct errors, while euphemistic uses were less emphasized These practices align with previous research, indicating that CS aids in constructing and conveying knowledge, thereby facilitating student engagement However, teachers did not utilize CS for explaining grammatical rules, recapitulating lessons, or delivering cultural messages, likely due to the curriculum's focus on speaking and listening skills for young learners and the absence of cultural content in the lesson materials.

Teachers employ code-switching (CS) for various managerial purposes, including reprimanding students, giving instructions, shifting topics, making transitions, and capturing students' attention This practice underscores the vital role of CS in sustaining effective classroom dynamics Previous research has highlighted the significance of CS in managerial functions within educational settings (Fachriyah, 2017; Ferguson, 2003; Makulloluwa, 2013; Ngo).

Teachers often employ code-switching techniques to effectively give instructions, shift topics, and capture students' attention, particularly in noisy and inattentive classrooms This approach highlights the necessity of adapting communication strategies to engage young learners.

Teachers often switch to the students' first language (L1) to capture their attention and facilitate understanding of tasks such as games and exercises Notably, there is less focus on reprimanding students, indicating that overall classroom behavior is positive.

Code-switching serves a vital social function in the classroom, as highlighted by Bensen and Çavuşoğlu (2013) and Sert (2005), who identified its affective role, while Makulloluwa (2013) referred to it as having interactional purposes Teachers utilize the first language (L1) to foster a warm and supportive atmosphere through humor, solidarity, and compliments, which enhances relationships with students The study reveals that L1 use creates a comfortable learning environment, addressing both academic and emotional needs, thereby underscoring code-switching as a flexible pedagogical tool These findings align with Vygotsky’s (1986) sociocultural theory, emphasizing the importance of L1 in facilitating second language acquisition among young English learners in Can Tho.

The study identified several significant functions of code-switching in the classroom, including confirmation of student understanding, answering questions in Vietnamese, and issuing warnings Teachers often switch to students' first language to confirm correct responses, enhancing students' confidence and reinforcing learning Additionally, code-switching is employed when addressing students' questions that may not relate directly to the lesson, helping clarify doubts, especially for those with limited English proficiency Furthermore, teachers utilize code-switching to issue warnings or address behavioral issues, ensuring that their messages are clearly understood, thereby maintaining discipline and order in the classroom.

Code-switching (CS) plays a crucial role in educational settings, as it serves as a versatile tool that can be tailored to address diverse classroom needs The identification of new functions of CS indicates that teachers employ it creatively and contextually, enhancing both learning and classroom management This adaptability highlights the significance of code-switching in fostering student engagement and comprehension.

Summary

This chapter presents the findings and discussions derived from the questionnaires and audio recordings, with data clearly displayed in tables to address and analyze three key research questions The subsequent section of the study will focus on the conclusions and implications drawn from these results.

CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS

This chapter outlines the main findings and conclusions related to the research questions, detailing pedagogical implications, limitations, and suggestions for future research It concludes with a summary that encapsulates the study's insights.

Summary key findings of the study

This study investigates the phenomenon of code switching among EFL teachers in language centers in Can Tho city, with a specific emphasis on young learners The research is guided by four primary questions, each accompanied by relevant sub-questions to deepen the analysis.

The study explored the perspectives of English teachers at language centers in Can Tho city regarding the use of code-switching (CS) in teaching young learners Findings indicate that these educators generally have a positive attitude towards CS, viewing it as an effective and beneficial teaching strategy However, the research also identified some challenges faced by teachers in implementing code-switching, which occur with moderate frequency, suggesting that while the approach is favored, obstacles do exist in its practical application.

The study found that EFL teachers, regardless of gender, qualifications, or teaching experience, generally hold positive attitudes toward code-switching in their classrooms Both male and female educators with BA or MA degrees and varying years of experience face similar challenges when implementing code-switching in their teaching methods While teachers appreciate the benefits of code-switching, they also recognize and confront certain difficulties associated with its use.

In exploring the functions of code-switching (CS) in English language classrooms, teachers identified its roles in academic, managerial, and social contexts They predominantly utilize CS to enhance student comprehension and foster an inclusive classroom atmosphere, highlighting its effectiveness for academic and social interactions While less frequently emphasized, managerial functions such as giving instructions, maintaining discipline, and organizing activities were also recognized as significant Overall, the findings suggest that teachers primarily favor code-switching for academic and social purposes.

58 purposes rather than for managerial functions This preference highlights the perceived value of CS in supporting both the cognitive and social aspects of language learning among young students.

The study on code-switching (CS) in EFL classrooms in Can Tho city identified three main functions: academic, managerial, and social Academically, CS is used to assess comprehension, teach vocabulary, and correct errors Managerial functions involve reprimanding, giving instructions, transitioning topics, and capturing students' attention, with the latter two being the most common uses Socially, CS fosters humor, solidarity, and compliments Overall, CS is predominantly utilized for managerial and social purposes, highlighting its significance in classroom management and interaction Additionally, the research revealed new functions such as confirmation, responding to students' questions in Vietnamese, and issuing warnings.

Conclusion

This study investigates the use of code-switching by teachers in EFL classrooms at language centers in Can Tho city, focusing on their perceptions and practices when teaching English to young learners Data collected through questionnaires and audio recordings reveal that most teachers have a positive attitude towards code-switching, despite facing some challenges The findings indicate that teachers frequently employ code-switching for various academic and social purposes, with less focus on managerial tasks In practice, code-switching is used to check students' understanding, teach vocabulary, correct errors, provide euphemisms, reprimand students, give instructions, shift topics, transition between subjects, capture students' attention, create humor, foster solidarity, and offer compliments Additionally, the study identifies three new functions of code-switching: confirmation, answering students' questions in Vietnamese, and providing warnings, highlighting the naturalistic nature of code-switching in the classroom.

Pedagogical implications

Several implications are suggested based on the findings Firstly, the study's emphasis on young learners which requires specialized teaching methods and strategies

Teaching young learners who are not familiar with English poses significant challenges for educators, making it essential for them to consider the role of code-switching (CS) in the classroom EFL teachers should strategically use CS to support language development while gradually reducing its reliance, allowing students to gain more exposure to English Although code-switching can be beneficial, it risks fostering dependency on translations rather than encouraging the use of English The study highlights the academic, managerial, and social functions of code-switching, which can aid students in understanding and engaging with lesson content By leveraging these functions judiciously, teachers can enhance students’ English proficiency while maintaining appropriate limits.

In summary, consider the students' proficiency level, the specific context, and the intended purpose when deciding whether to use code-switching.

Limitations of the study

This study explores the use of code-switching by EFL teachers in language centers in Can Tho city, specifically targeting young learners Despite receiving valuable support from her supervisor and friends throughout the research process, the study acknowledges certain limitations.

One limitation of the study is its focus solely on a few private English centers in Can Tho, which may not reflect the broader population Consequently, the results could vary significantly if the research were to be conducted in public primary schools.

This study focused on three female teachers who shared the same first language (L1) as their students during audio recordings As a result, the findings are not generalizable to all English as a Foreign Language (EFL) teachers and cannot be compared with those of male educators.

To ensure participants' comfort and maintain the natural flow of the session, no observations were conducted during the audio recording Incorporating observations could have yielded clearer and more persuasive results.

Next, another limitation is the lack of in-depth interviews with teachers after recording, which could have provided deeper insights However, due to time constraints, this was not possible.

The study conducted a pilot questionnaire involving 15 participants to assess total participation Due to the limited number of participants, the findings may reflect modest insights regarding the pilot results.

Suggestions for future research

From the limitations of the present research, the further researchers should be considered based on the following suggestions.

Firstly, future research could expand the scope to provide a more comprehensive view or enable more accurate comparisons, identifying similarities and differences between different educational settings.

Further empirical research involving a larger participant pool in audio recordings is essential to explore code-switching in Vietnam's EFL classrooms Conducting studies with more participants will enhance the reliability and accuracy of the findings, providing deeper insights into this linguistic phenomenon.

To enhance the study of code-switching, researchers should conduct observations and utilize a checklist while recording audio Incorporating video recording, when feasible, can yield even more precise results and insights.

Furthermore, future studies could incorporate interviews as part of the methodology to gain a more thorough understanding of the teachers' perspectives.

Lastly, the researcher should select a larger number of participants for piloting the questionnaire to enhance its reliability.

Summary

This chapter summarizes the key findings and their significance for educational practice, highlighting their potential to enhance teaching methods and student learning It also addresses the limitations encountered during the research and acknowledges the challenges that may have influenced the results Furthermore, the chapter proposes directions for future research to build upon the insights gained, fill existing gaps, and tackle unresolved issues, thereby encouraging continued advancement in the field of education.

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APPENDICES APPENDIX 1A: QUESTIONNAIRE (ENGLISH VERSION)

My name is Vo Thi Nhu Y, a master candidate at School of Graduate of Can