CODE-SWITCHING IN THE ENGLISH CLASSROOM: HINDRANCE OR HELP?

This exploratory action research investigates the role of code-switching in the English as a Foreign Language (EFL) classroom, focusing on a public school in Uzbekistan where Uzbek and Russian are commonly spoken. The study explores how and when students and teachers use their first language (L1) during English lessons and whether such use supports or hinders English language acquisition. The exploratory phase involved classroom observations and student interviews to identify natural patterns of code-switching. The action phase introduced a structured code-switching policy that encouraged strategic use of the L1 for clarification and classroom management. Findings indicate that controlled and purposeful code-switching can enhance comprehension, reduce anxiety, and support vocabulary development, particularly among lower-level learners. The research concludes that, rather than being a barrier, code-switching—when guided by pedagogical intent—can be a helpful scaffold in EFL contexts.