A Study of Code-Switching in Bilingual Chinese Language Instruction
An Analytical Case Study Based on HSK1 Teaching Materials
Keywords:
Code-switching, Bilingual instruction, Chinese language teaching, HSK1Abstract
This study aims to examine the forms, characteristics, functions, and communicative behaviors of code-switching used by Chinese language teachers in bilingual teaching contexts. The research employs a qualitative approach using content analysis to decode the alternation between Chinese and Thai languages in teaching materials, focusing on the HSK 1 instructional videos as the primary data source. A total of 42 video clips, with a combined duration of 507 minutes, covering 15 lessons, were analyzed. The research instruments included a transcription form, a code-switching coding table, and a content analysis sheet to classify the types of code-switching according to linguistic structure and pedagogical context.
The findings reveal that code-switching plays a crucial role in facilitating learners’ comprehension, particularly at the beginner level where students have limited Chinese proficiency. Three main types of code-switching were identified: intra-sentential switching, inter-sentential switching, and tag switching. Each type serves different communicative and instructional purposes, such as explaining vocabulary and sentence structures, emphasizing key content, and establishing positive teacher-student interaction.
Furthermore, the study indicates that teachers strategically use code-switching to manage classroom dynamics, foster engagement, and reduce students’ anxiety when learning a foreign language. Code-switching thus functions not only as a linguistic tool for delivering meaning but also as a pedagogical strategy that enhances learning effectiveness in Thai-Chinese bilingual classrooms. The findings highlight the importance of designing instructional materials that maintain a balance between Chinese and Thai and of providing teacher training programs that promote the purposeful and systematic use of code-switching to support sustainable language development among learners.
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