This study explores ESL teachers' attitudes, motivations, concerns, and the impact of code-switching in ESL teaching practices. Drawing on interviews with secondary school teachers, the research reveals a diverse landscape of attitudes towards code-switching, emphasizing the need for nuanced and context-aware training. Teachers employ code-switching to enhance comprehension and validate students' linguistic and cultural identities, reflecting its dual role in pedagogical clarity and cultural sensitivity. Concerns, shaped by institutional policies and external pressures, underscore the importance of equipping educators to navigate contextual challenges effectively. The impact of code-switching on student learning varies, highlighting its context-dependent nature. The study concludes by advocating for a balanced approach to code-switching, aligning with broader goals of effective language acquisition and creating inclusive ESL classrooms.
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