Code-switching as a technique for enhancing English vocabulary

Abstract

Vocabulary acquisition has been identified as a fundamental component of English language learning due to its contribution to the development of communicative competence. However, in English as a Foreign Language (EFL) teaching context, teachers often face difficulties in helping students understand, retain, and use new vocabulary effectively. In this regard, code-switching, defined as the alternation between the first language (L1) and the target language (L2), has generated interest as a pedagogical technique capable of facilitating vocabulary instruction and promoting learning. Therefore, the objective of this research was to analyze how English teachers from the major of Pedagogy of National and Foreign Languages at the Universidad Estatal Península de Santa Elena (UPSE) perceive the use of code-switching as a technique for teaching vocabulary in EFL classrooms. The methodology employed in this study followed a qualitative approach with a phenomenological design. Semi-structured interviews were conducted as the data collection technique with five English teachers who usually use code-switching in their teaching practice. The data revealed that teachers perceive code-switching as a useful technique that facilitates vocabulary comprehension and retention, reduces anxiety, and fosters student participation and confidence. however, they also emphasized the need to use it strategically to prevent students from becoming dependent on translation and to ensure sufficient exposure to English.