Teacher code alternation in a Sri Lankan tertiary level EMI classroom

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.