Code-Switching as a Pedagogical Tool in the Research Methods Classroom: Undergraduate Students’ Attitude

Abstract

Code-switching has been predominantly viewed as a barrier to second-language acquisition. However, its role in non-language tertiary classrooms in Bhutan has remained under-examined. This study explored undergraduate students’ perceptions of code-switching between Dzongkha and English in a Research Methods classroom. Data were collected from first-year B.A. in Bhutanese and Himalayan Studies students at the College of Language and Culture Studies through questionnaires (N=103), semi-structured interviews (n=10), and researcher diary notes maintained throughout the semester. The findings were triangulated to develop an in-depth picture of the phenomenon. Students perceived code-switching as an effective way of understanding complex research concepts, making the classroom environment inclusive, and fostering engagement. However, unregulated use of code-switching can jeopardise the status of English as a primary mode of instruction, thereby reducing students’ exposure to English academic discourse. The study provides an insight into pedagogy and language policy in Bhutanese higher education and implies consequences for balanced bilingual practices, proposing recommendations for balanced language use in higher education.