Résumé:
Code-switching, as a sociolinguistic phenomenon, became prevalent in Algerian English as
Foreign Language (EFL) classrooms at all levels, especially beginners. This study seeks to
address the following research questions; a) Do EFL teachers and students code switch? b) What
are the reasons behind using code-switching in EFL classroom interactions? c) Does code-
switching improve interaction and comprehension between students and teachers in EFL
classroom context? The raised questions led to assume that Algerian EFL teachers and students
engage in code-switching because it fosters classroom interaction and facilitates comprehension.
This research aims to explore the existence and reasons behind the use of code-switching
between English, French, and the native language Arabic in classrooms. The main objective is
investigating the role of code-switching in facilitating interaction and comprehension in the EFL
classroom context. To achieve this, a qualitative approach is adopted. A survey is conducted to
collect numerical and non-numerical data through distributing two questionnaires to a sample
group of second-year students (group three 03), consisting of 35 participants, and all the teachers
of English at the University of CheikhLarbiTebessi_DridAbdelmadjid-Pole, Tebessa
(Department of English). Additionally, observations are made on the same group. The findings
indicated that code-switching is an effective strategy for bridging lexical gaps and enhancing
comprehension and communication among teachers and students. The qualitative and descriptive
analysis supported these findings. It is recommended that classroom code-switching should be
used to improve students' interaction and comprehension, as it serves several functions that
promote the acquisition of foreign languages in Algerian EFL classroom contexts.
