Student Attitudes Toward Code-Switching in Higher Education: Benefits, Concerns, and Pedagogical Considerations

Abstract

The present study investigates college students’ attitudes toward code-switching—the alternation between two or more languages within a single interaction—commonly observed among bilingual and multilingual learners. The research examines how students perceive the use of their first language (L1) and second language (L2) in the classroom, particularly in relation to comprehension, participation, and academic performance. Using a mixed-methods approach involving surveys and semi-structured interviews, the study found that most students view code-switching as a supportive learning strategy that facilitates the explanation of complex concepts, enhances understanding, and enables clearer self-expression. Nonetheless, a subset of students expressed concern that frequent reliance on L1 may appear unprofessional or impede the development of L2 proficiency. The findings suggest that instructors should encourage balanced and purposeful code-switching, foster an inclusive and linguistically supportive environment, and provide additional academic resources for multilingual learners. Future research should investigate code-switching across diverse academic disciplines and explore its long-term impact on language development and academic achievement.

Keywords: code-switching; multilingual learners; student attitudes; classroom language practices; second language learning (L2); higher education