Journal of Languages and Translation
Volume 6, Numéro 2, Pages 133-142
2026-07-01

The Phenomenon Of Code-switching And Its Impact On Students Of English As A Foreign Language : The Case Of Algeria



Authors : Yzidi Fatima Zohra .

Abstract

In Algeria's multilingual environment, where Algerian Arabic, Tamazight, French, and English coexist, code-switching has become a pervasive feature of academic interaction. The study examined how students of English as a foreign language (EFL) at Algerian university English departments use code-switching in their written productions and classroom interactions, and the factors that motivate it. Adopting a predominantly qualitative design complemented by descriptive quantitative analysis, the study drew on a written corpus of 150 student documents (reports, summaries, and essays) collected from several Algerian university English departments, together with semi-structured interviews conducted with 20 students. Each occurrence of language alternation was coded by type (intra-sentential vs. inter-sentential) and communicative function, using NVivo for qualitative coding and SPSS for descriptive statistics. Analysis of the written corpus (N=1,247 switches) revealed that intra-sentential switching was considerably more frequent (71.3%) than inter-sentential switching (28.7%). Three dominant functions were identified: lexical precision (44%), interactional management (32%), and identity marking (24%). Interview data further indicated that students overwhelmingly (85%) perceive code-switching as a strategic learning tool rather than a sign of linguistic deficiency. The findings are discussed in relation to Poplack's (1980) structural typology and Myers-Scotton's (1993) Markedness Model, supporting an interpretation of code-switching as a strategic communicative and learning resource rather than a sign of linguistic deficiency. The study contributes to debates on multilingual education and argues for a more inclusive understanding of language learning in globalized academic contexts.

Keywords

Code-switching ; EFL Students ; Language Education ; Multilingualism ; Plurilingual Competence

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