Teacher code-switching as a scaffolding tool in primary ESL classrooms in Bangladesh

Abstract

This study investigates how Bangladeshi primary ESL teachers use code-switching between Bangla and English as a scaffolding tool to support young learners’ English development. Grounded in Vygotsky’s sociocultural theory and the Zone of Proximal Development, the research conceptualises code-switching as a mediational strategy that provides temporary, adaptive support rather than a sign of linguistic deficiency. A qualitative design using semi-structured interviews and classroom observations explores when, why, and how teachers switch codes, and how these practices interact with English-only policy discourses. Thematic analysis reveals the functions of code-switching in clarifying concepts, reducing anxiety, and promoting participation, while also highlighting risks of overreliance. The study offers context-sensitive implications for teacher education, bilingual pedagogy, and language-in-education policy in Bangladesh.