Functions of Code-Switching and Attitudes toward Them: A Case Study

Code-switching is a prevalent fact in English medium classes in countries where English language is a foreign language. The principle in English language institutions requires from their instructors using only English in the classroom, when the practical observation could differ. Students’ insights and attitudes are worthy of consideration and should be taken into account. This study is a trial to go behind the functions of code-switching at an English medium university in Kazakhstan. It also seeks to investigate the instructors’ attitudes toward their use of code-switching in the class and their students’ attitudes toward it. To achieve these goals, the data was collected through the questionnaire, which was distributed to 200 students and 50 teachers. The questionnaire was designed based on Hymes’ (1962) framework. The data was analysed via software programme SPSS 20. The data analysis result revealed that the majority of the instructors’ attitude toward code-switching in the class is negative. Most of the students have negative or neutral attitudes toward their teachers’ code-switching in the class. In addition, the teachers claim they try not to code-switch in the class. However, when they code-switch they identify that they do it mainly to translate and clarify difficult vocabulary and terminology. Therefore, the main function employed by the teachers is metalinguistic. Moreover, native language, gender, teaching experience and year of study had a considerable effect on attitudes toward code-switching. In general, the teachers fulfil their students’ needs. Keywords: code-switching, code-mixing, native language, attitude toward code-switching, functions of code-switching, English medium of instruction.