Finally, code-switching is also revealed to be highly effective in terms of teaching vocabulary and grammar for EFL students, as the findings revealed that students received better results when teachers code-switch than when teachers provide English-only instruction.

Overall, these results imply that code-switching could be intentionally utilized as a tactic to inform and explain word meaning, leading to higher learning performance. Comprehending the effects of code-switching on foreign language vocabulary development begins with this work.

How frequently teachers utilize code-switching is also determined by their own personal perspectives and the personality of the teachers. For instance, Istifci's research (2019) found that while both novice and experienced teachers had favorable opinions toward the use of code-switching in the classroom, they rarely used it in the courses that were observed.

(Istifci, 2019; Goh & Hashim, 2006; Bhatti & Said, 2018; Lehti-Eklund, 2013; Makulloluwa, 2013; Alrabah & Aldaihani, 2016; Bilgin, 2016).

(Duff & Polio, 1990; Hobbs & Payne, 2010)

The widespread usage of code-switching is due to the importance for EFL teachers to give students a successful classroom experience with less stress.

In addition to the previously mentioned two purposes, the interpersonal aspect is another important reason why teachers choose to code-switch

Code-switching is a method that teachers utilize to better clarify instruction during class

purpose and also effect of types of code-switching on learning, Kashi (2018) found that there is a substantial difference between learning the past tense when intra-sentential and inter-sentential code switching are utilized.

Writing allows authors to communicate with others by putting their ideas and thoughts in writing.

1) What are the types of code-switching and the functions of code-switching in EFL English language teaching? 2) How do teachers perceive the use of code-switching in teaching Asian EFL tertiary-level students? 3) To what extent is code-switching implemented in teaching Asian EFL learners writing skill?

On the other hand, it has been claimed and demonstrated time and time again that using a target language exclusively in the classroom restricts students' potential and their rate of language acquisition (Levine, 2003; Polio & Duff, 1994; Kim & Elder, 2005)

Ellis stated that excessive native language use may hinder students absorbing the target language (1997).

Concerning the use of code switching, there are two main perspectives. While one side is against code-switching and advocates for teaching entirely in the target language, the other is in favor of code-switching and advocates using CS to some extent.

She hopes her book will inspire others to write bilingual texts, not only in the US, but also internationally, as there are many places where one's identity is expressed in more than one languag

1940s and 1950s. Readers who are not familiar with this dialect find the text challenging to read. Roberto Fernandez's La vida es un especial $.75 (1981)

it inaccessible.

mano" (brother) and "sesos" (brains) can probably be guessed from the context, the final reference cannot. The pun "I am thinking about ticks (since they are climbing trees and stealing mangos at night) rather than skirt-chasing" is not even accessible to those with a good bilingual dictionary, since "garranalgas" (butt grabber) is a pun based on the legitimate Spanish compound word "garrapata." A monolingual reader might feel frustrated because this reference is inaccessible.

In the short stories of Junot Diaz

However, an alternate analysis might suggest that such Latino/a texts reinforce monolingual linguistic complacency. From this perspective, cushioning Spanish in this way may allow the reader to sense that s/he is entering the linguistic world of bilingual Latino/as without having to make any effort

"caiques,"

Writers who favor the last two strategies (untranslated Spanish and word or phrasal calques)

I focus on one mainstream space where Spanish and English are in contact

discourse