CODE-SWITCHING AS A METHODOLOGICAL TOOL IN TEACHING ENGLISH AT NON-LINGUISTIC UNIVERSITIES
Abstract
This article examines the methodological potential of code-switching in the process of teaching English as a foreign language in non-linguistic universities. The research focuses on the pedagogical, psychological, and communicative functions of code-switching and its role as a supportive mechanism for improving students’ comprehension and engagement. The author argues that code-switching, when applied purposefully, facilitates the development of linguistic competence, reduces learning anxiety, and bridges the gap between theoretical knowledge and practical communication. The article emphasizes that in non-linguistic higher education, where English is not a core specialty, code-switching can serve as an effective methodological technique integrated into the communicative approach.Downloads
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