A Double-Edged Sword: Code-Switching in Russian EFL students
Victoria Aleskeevna Mitina
Докладчик
студент 2 курса
Санкт-Петербургский государственный университет
Санкт-Петербургский государственный университет
Ключевые слова, аннотация
This paper aims to analyze the psycholinguistic
features of code-switching among Russian EFL students, investigating their
speech acts and outlining how they use multiple languages within the
conversation. It examines learners’ spoken language with peers and teachers,
leading to the conclusion that this phenomenon is becoming a part of both the educational
process and everyday life. Research shows that learners construct a hybrid
linguistic system, which is a functional blend of two languages, serving to
meet their communicative needs.
Тезисы
Keywords: code-switching; language proficiency;
target language; educational tool
With English being a lingua franca for multicultural interaction, this research identifies code-switching as an important tool for efficient educational process. While well-studied from a sociolinguistic perspective, the role of this phenomenon in education is still remains controversial. The study seeks to determine the function of code-switching as an integral component in education.
Code-switching is commonly observed among students specializing in linguistics with sufficient level of language proficiency to operate in several languages both during learning process and beyond. Learners need to acquire a new system of concepts, which may differ from their native language due to diverse socio-cultural backgrounds. The use of both native and target languages in classrooms is believed to be effective since it provides students with greater opportunities to express their thoughts in discussions [Gonzales, Machado, 2022]. Code-switching among students may indicate either a lack of language proficiency or intellectual superiority, which makes it a point of debates in education [Cedden et al., 2025].
Russian learners, by combining languages, fill lexical gaps to make it sound complete, inserting Russian words and preserving English grammar. The possible reasons for code-switching are as follows: the conscious intention to practice both languages; incomplete cognitive transition from a target language to a native one; growing bilingual proficiency [Gosselin, Sabourin, 2023]. The critical inquiry concerns the frequency of English usage outside academic frameworks, as habitual engagement in intrapersonal and interpersonal communication serves as a critical factor for the learning process, significantly enhancing fluency.
The research was based on an analysis of the bilingual speech of ten second-year EFL students both in class and in informal settings. 30 dialogues among English learners were analyzed using introspective and comparative methods. The results indicate that Russian learners navigate various aspects of English, operating in both languages simultaneously and creating a supportive environment for language practice. In addition, the findings reflect the idea that languages combine in a system where both remain active and can be used as the situation requires. Teachers should take into account these features of code-switching, integrating both Russian and English for enhancing students’ comprehension.
Ultimately, this phenomenon remains a vibrant area of linguistic and pedagogical inquiry. From a contemporary perspective, code-switching as the ability to operate in several languages simultaneously has become an essential skill in a globalized world. Moreover, this research has shown that code-switching is becoming integrated into education and beyond, with its psychosocial features serving as a strategy for effective language acquisition.
References:
Gonzales G. C., Machado E. Taking the Leap: Supporting Multilingual Writers Through Translanguaging // The Reading Teacher. 2022. 75 (6). 685—692.
Gosselin L., Sabourin L. Language athletes: Dual-language code-switchers exhibit inhibitory control advantages // Frontiers in Psychology. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1150159/full (18.02.2026).
With English being a lingua franca for multicultural interaction, this research identifies code-switching as an important tool for efficient educational process. While well-studied from a sociolinguistic perspective, the role of this phenomenon in education is still remains controversial. The study seeks to determine the function of code-switching as an integral component in education.
Code-switching is commonly observed among students specializing in linguistics with sufficient level of language proficiency to operate in several languages both during learning process and beyond. Learners need to acquire a new system of concepts, which may differ from their native language due to diverse socio-cultural backgrounds. The use of both native and target languages in classrooms is believed to be effective since it provides students with greater opportunities to express their thoughts in discussions [Gonzales, Machado, 2022]. Code-switching among students may indicate either a lack of language proficiency or intellectual superiority, which makes it a point of debates in education [Cedden et al., 2025].
Russian learners, by combining languages, fill lexical gaps to make it sound complete, inserting Russian words and preserving English grammar. The possible reasons for code-switching are as follows: the conscious intention to practice both languages; incomplete cognitive transition from a target language to a native one; growing bilingual proficiency [Gosselin, Sabourin, 2023]. The critical inquiry concerns the frequency of English usage outside academic frameworks, as habitual engagement in intrapersonal and interpersonal communication serves as a critical factor for the learning process, significantly enhancing fluency.
The research was based on an analysis of the bilingual speech of ten second-year EFL students both in class and in informal settings. 30 dialogues among English learners were analyzed using introspective and comparative methods. The results indicate that Russian learners navigate various aspects of English, operating in both languages simultaneously and creating a supportive environment for language practice. In addition, the findings reflect the idea that languages combine in a system where both remain active and can be used as the situation requires. Teachers should take into account these features of code-switching, integrating both Russian and English for enhancing students’ comprehension.
Ultimately, this phenomenon remains a vibrant area of linguistic and pedagogical inquiry. From a contemporary perspective, code-switching as the ability to operate in several languages simultaneously has become an essential skill in a globalized world. Moreover, this research has shown that code-switching is becoming integrated into education and beyond, with its psychosocial features serving as a strategy for effective language acquisition.
References:
Gonzales G. C., Machado E. Taking the Leap: Supporting Multilingual Writers Through Translanguaging // The Reading Teacher. 2022. 75 (6). 685—692.
Gosselin L., Sabourin L. Language athletes: Dual-language code-switchers exhibit inhibitory control advantages // Frontiers in Psychology. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1150159/full (18.02.2026).