Translanguaging, Interlanguage, and Code-Switching - What’s the Difference?
How to make use of language blending in the classroom.
Ever found your students switching back and forth between languages during class?
Or maybe you’ve heard them use bits of their first language when they don’t know the English. These moments might seem minor, but your students using their first language can be a rather useful tool for helping them improve their language skills.
And that’s what translanguaging, interlanguage, and code-switching are—three ways that learners are affected by their L1.
What is translanguaging?
Translanguaging is a teaching strategy where we encourage students to use all the languages they know to make sense of new ideas and express themselves. It’s not about separating languages but blending them to support understanding. Read more in my previous article:
Classroom example
Picture a lesson where your students read a short article in their native language, chat about the main ideas in English, and then summarise it back in English. This way, they’re free to use their strongest language to get to grips with the ideas before expressing them in the target language. The result? Deeper understanding and more confidence.
Why it’s effective
Research backs this up: Otheguy, García, and Reid (2015) found that translanguaging helps bilingual students draw on all their language skills, building intellectual and linguistic growth by allowing flexible language use. It’s also a confidence booster, as it honours the skills they already have. And, as Cenoz (2017) puts it, translanguaging can be both structured (“pedagogical translanguaging”) and spontaneous, with both types helping students relate to what they’re learning and even their own identities.
What is interlanguage?
Think of interlanguage as the “language in progress” your students create as they work towards fluency. It’s not fully English, and it’s not fully their native language; it’s somewhere in between, evolving with practice and guidance. Recognising this can make a big difference in how we respond to student errors and how they feel about making them.
Classroom example
Imagine a student saying, “I go to school yesterday.” This sentence shows interlanguage at work—they’re blending English words with their native language’s structure. With time and feedback, they’ll get closer to fluent English.
Why it’s important to recognise
Interlanguage is more than “mistakes”—it’s a natural and necessary part of learning.
By seeing it as progress, not failure, we can create a more encouraging environment. Instead of focusing only on “errors,” we see students gradually moving closer to the target language.
But it can be hard to recognise! If you have a monolingual class, it can help if you know some of your students’ first language, especially the grammar rules.
What is code-switching?
Code-switching is the quick, spontaneous switching between languages that happens naturally in multilingual settings. You might see it in your classroom when students need a bit of clarification or want to make a point in the language they’re most comfortable with.
Classroom example
A student double-checking instructions with their friend in their first language and then jumping back to English for the task is a classic example of code-switching. In this case, it’s not a “language slip” but a smart way to make sure they’re on track.
Benefits and challenges
Code-switching, when used mindfully, can help students get unstuck quickly and deepen their understanding of English. It also helps connect language and culture, which can make language learning feel more personal. Wedananta (2020) found it’s a great tool for building cross-cultural understanding. Just a heads-up though: Chan (2021) notes that code-switching is more like a quick switch between languages, while translanguaging is about fluid, integrated use of both. Encourage students to try their ideas in English first, but give them space to switch if it helps them get a handle on things.
Practical tips for TEFL teachers
Translanguaging techniques – Try a structured activity like discussing an L1 article in English, or having students draft ideas in their native language, then presenting in English. It’s a great way to clarify challenging topics.
Support interlanguage – When students make “mistakes” that reflect interlanguage, view them as stepping stones. Encourage progress by building on what they know.
Be aware of code-switching – Allow short moments of code-switching for clarification, but encourage students to stretch their English skills as much as they can.
Each of these—translanguaging, interlanguage, and code-switching—plays a unique role in language learning, and a bit of research supports this. Translanguaging can help students grow linguistically and personally, while code-switching can be a handy tool for cultural connection.
Try using translanguaging to reinforce big ideas, recognise interlanguage as a sign of growth, and allow code-switching where it’s genuinely useful.
Have fun!
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This article is highly engaging as it explores and optimizes the concept of the Zone of Proximal Development, as proposed by Vygotsky, and the Translanguaging Space, as introduced by Li Wei and Kevin Tai. The three concepts you mention play a crucial role in facilitating pedagogical scaffolding for learning a target language (L2). However, I suggest broadening the definition of L1 beyond simply the learner’s mother tongue or first language. Instead, L1 should encompass all the languages within the learner’s linguistic repertoire. By employing a Contrastive Strategy both within and between these L1s, learners can more effectively optimize their acquisition of L2 or the target language.