The perspectives of pre-service teachers to code-switching in Hong Kong ESL classrooms

Scholars have suggested that teachers should attempt the maximum use of target language in second language classrooms for many years (Turnbull & Arnett, 2002). However, the use of code-switching during the teaching practice of pre-service teachers has caused heated controversy. This study presents findings conducted by a mixed-methods sequential explanatory design combining both quantitative and qualitative methods in an attempt to investigate the challenges encountered by pre-service teachers, the situations in which they used code-switching and their perceptions of the use of code-switching.