**4.3 Theme 3 - code switching**

Code switching refers to the choice to alternate between two or more languages within the same sentence or conversation [43]. The use of home language during the EFAL teaching was common in the classes observed. With regard to interviews, the student teachers reported that they switched to home language in cases where learners did not understand and needed clarification on certain aspects of the lesson and better understanding of concepts and meanings.

*I use English every time, every time. I do switch in other learning areas and in English lesson where you find a concept and you see blank faces (bowing down to show breaking up in communication), and for me to bring them back, I just switch for few seconds at least I have their attention back again so that I can run with the lesson. (Student Teacher 2)*

*I do it only here and there where they don't understand, I have to switch to their language but not all the time. (Student Teacher 3)*

The two student teachers did not code switch as they could see the value of consistent use of English as the language of teaching and learning through the lessons to ensure that the learners were exposed to the language which would then assist them in acquiring and developing their language skills. It was assumed that the student teachers' control of their own learning of English resulted in the competency that enabled them to engage in effective interactions with learners.

*If you want to see the kids progressing well, never switch to the home language. (Student Teacher 1)*

*I have realised that code switching disturbs the learning and use of English. That is why I use pictures and gestures to try and explain what I mean. (Student Teacher 4)*

The findings indicate that code switching was common in many EFAL lesson presentations by UNISA student teachers. According to [44] and [45] code switching is discouraged by many authors who believe that it delays the learners' acquisition of English. However, English is the second or third language for many African teachers and learners [46] which may just have an effect on the development of

English. In addition, the exposure of African learners to English in South Africa is very limited, particularly in the townships [46]. Hence, learners may find some words and statements very difficult to understand, thus compelling the teacher to switch to the home language for the sake of understanding and progress. The student teachers in this study were also from a non-English speaking background, although they had selected to specialise in EFAL, and ultimately become professional EFAL teachers.
