Code-Switching in University English Classrooms: Evidence from Yunnan, China

Abstract

This study examines the use of code-switching in university English classrooms in Yunnan Province, China, where teachers face challenges such as students’ low proficiency, limited exposure to English outside class, and inconsistent teaching practices. Code-switching, the alternation between English and Chinese, is a widely adopted strategy to address these barriers. Using qualitative methods, including classroom observations and interviews with six English instructors, the study explores the functions and impacts of code-switching in teaching. Findings show that intra-sentential switching is the most common, serving pedagogical functions such as clarifying complex concepts, emphasizing key content, providing instructions, and facilitating classroom interaction. Teachers reported that code-switching supports comprehension and engagement, while also expressing concern that excessive use of Chinese may reduce students’ opportunities to practice English. The study highlights the need for a balanced approach, where code-switching is employed strategically rather than habitually. Implications suggest that teachers can enhance student participation and confidence through purposeful switching, while administrators and curriculum developers should provide training on effective bilingual practices. Policymakers may also draw on these findings to inform language education reforms. Future research should examine the long-term effects of code-switching on English proficiency and explore complementary methods for promoting communicative competence.