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- PaperELT Journal10 Jul 2026
Teacher code alternation in a Sri Lankan tertiary level EMI classroom
Dilini Leelachandra, Dushyanthi Mendis
A case study of a Sri Lankan tertiary EMI classroom identified five distinct functions of teacher code alternation: enhancing comprehension, managing classroom dynamics, building rapport, alleviating stress, and clarifying complex ideas. Code alternation serves as a strategic linguistic tool for inclusive multilingual education, highlighting teacher–student perspectives in an underexplored context.
Original abstract
This study explores teacher code alternation in an English medium instruction classroom at a higher education institution in Sri Lanka. Acknowledging that code alternation is common in multilingual settings, this case study highlights its various functions, motivations, and implications for classroom purposes, addressing a gap in research within the Sri Lankan higher education context. Data were collected through classroom observations, transcriptions of recorded lessons, and semi-structured interviews. The analysis revealed five distinct functions of code alternation that aid the learning process. As a strategic linguistic tool, code alternation enhances comprehension, manages classroom dynamics, and builds rapport. Specifically, it serves to alleviate the stress of using English, foster a comfortable environment, and clarify complex ideas, thereby underscoring the importance of teacher–student perspectives on the use of code alternation for inclusive, multilingual education.