@article{2017,title={CODE-SWITCHING IN YOUNG EFL LEARNER CLASSROOMS: A TURKISH CONTEXT},abstractNode={This paper reports on a study investigating code switching (CS henceforth) attempts of fifth grade EFL young learners in their interactive changes from English to Turkish in three classrooms in two different private schools. In accordance with this aim, three intermediate level EFL classes were recorded via a video camera, each for two class hours. The class recordings were transcribed and analysed to identify when learners attempted to switch codes; what types of CS took place; what functions these CSs embodied and if these CSs by learners were of any contributions to the learning environment. Face-to- face semi-structured interviews were carried out with 20 students for triangulation purposes. The analyses revealed that students used CS while greeting, doing warm-up, using student’s book, checking homework, announcing exam results, reviewing homework and a grammar topic, playing games, practicing vocabulary and a new topic, working on notebook, doing worksheet activities, assigning homework and closing-up. The most frequently used type of CS was found to be inter-sentential CS. Moreover, students made use of CS mainly for meta-language, giving equivalence, asking for clarification, unofficial talks and translation. The analyses of interviews demonstrated that students regard CS as useful strategy for learning English. The study provided essential pedagogical implications regarding the use of native language and the need to encourage target language use in the language classrooms.},author={Rana YILDIRIM-& Esra YATAGANBABA},year={2017},journal={International Journal of Language Academy}}