Negotiating Pedagogical Roles: Code-Switching Practices among Translation Teachers through the Lens of Markedness Theory

Abstract

This study examined how instructors in translation classrooms negotiate code-switching, focusing on bilingual environments where both English and Arabic are actively spoken. It examines why translation teachers switch languages during lessons, how frequently these switches occur, and when they are considered pedagogically useful or necessary. The research employs a mixed-methods approach. Ten translation instructors—five men and five women—from various institutions were observed during regular classes. These observations were supplemented by semi-structured interviews to better understand teachers’ attitudes toward code-switching and their motivations for using it. The data were analyzed both quantitatively (by frequency and context) and qualitatively (by teachers’ reflections and teaching objectives). Early findings suggest that teachers tend to switch languages more often when explaining complex grammar or meaning, translating culturally significant expressions, or addressing student confusion. The authors conclude that, when used intentionally and thoughtfully, code-switching can improve the learning experience in translation education, especially in bilingual settings.

Keywords: Code-switching, Translation, Pedagogical Roles, semantic ideas, bilingual settings, translation teachers.