https://acseusa.org/journal/index.php/aijelr <h3>Aims and Scope</h3> <p>American International Journal of Education and Linguistics Research is a <em>Double-Blind Peer-Reviewed Refereed International Journal </em>for Education and Linguistics academics. The journal accepts article submissions by e-mail (<a href="mailto:aijelr@acseusa.org">aijelr@acseusa.org</a>).</p> <h3>Key Topics:</h3> <ul> <li>Education method, education policy, and education development;</li> <li>Educational technology and educational psychology;</li> <li>Special education and cross-cultural education;</li> <li>Science education</li> <li>Teaching and Learning</li> <li>Child development, curriculum, reading comprehension, philosophies of education, and educational approaches</li> <li>Teaching English as a Second or Foreign Language</li> <li>English language teachers’ training and education</li> <li>Studies in English Culture and Literature</li> <li>Individual Learning &amp; Team Learning;</li> <li>Learning Strategies;</li> <li>Action Learning;</li> <li>Educational Learning;</li> <li>Self-Managed Learning;</li> <li>Work-Based Learning;</li> <li>Organizational Learning;</li> <li>Experiential Learning;</li> <li>Social Learning;</li> <li>Knowledge Management;</li> <li>Training and Development;</li> <li>Psychology Development;</li> <li>Attitude Development;</li> <li>Organization Development;</li> <li>Leadership and Management Development;</li> <li>Human Resource Management;</li> <li>Human Capital Development;</li> <li>Sociological Development.</li> <li>Early Childhood Education;</li> <li>Higher Education;</li> <li>Vocational Education;</li> <li>Distance Education;</li> <li>Special Education;</li> <li>Educational Technology,</li> <li>Psychology,</li> <li>Administration,</li> <li>Evaluation;</li> <li>Teaching and Learning</li> <li>Theoretical Linguistics,</li> <li>Applied Linguistics </li> <li>Descriptive Linguistics</li> <li>Educational Theory, Policy, and Practice</li> <li>Educational Administration and Evaluation</li> <li>Educational Psychology</li> <li>Educational Technology</li> <li>Creativity and Entrepreneurship at Schools</li> <li>Sociology of Education</li> <li>Language Teaching, Sports Pedagogy</li> <li>Educational Administration</li> <li>Language Education</li> <li>Teacher Education</li> <li>Educational Technology</li> <li>Business Education</li> <li>Medical Education</li> <li>Sociology of Education</li> <li>Social Context of Education</li> <li>Curriculum Studies</li> <li>Technology and Design Education</li> <li>Educational Change</li> <li>Theory of Education</li> <li>Education, Educational Administration, Educational Psychology, Economics of Education, Sociology of Education, etc.</li> </ul> <p><em>Subject Area</em> – Social Sciences. <em>Subject Category</em> – Education (3304); Linguistics and Language (3310); Development (3303).</p> en-US American International Journal of Education and Linguistics Research 2641-7987 https://acseusa.org/journal/index.php/aijelr/article/view/303 <p style="text-align: justify;"><em>Code-switching is a natural phenomenon that allows educators and learners alike to communicate in a classroom setting, which is multilingual in nature with diverse linguistic backgrounds. Hence, this study has aimed to explore whether higher education academics in English language teaching classrooms incorporate code-switching or not and what are the reasons for their incorporation. To achieve the aims of this study, two research tools were used for data collection namely checklist and observation. The checklist consisted of eleven reasons that are introduced by Gulzar (2010) for code-switching that showed where higher education academics code-switch in their classrooms and in which contexts. On the other hand, lesson observations were made during the participant’s classroom teaching and notes were taken. It is envisaged that the aim of code-switching is mainly to transfer the understanding of materials being used in ELT classrooms in the most effective manner. More imperatively, a mixed method research design was used to achieve the results output of the present study. The study has found that code-switching is indeed a spontaneous occurrence that happens naturally, and higher education academic professionals use it as a linguistic tool to assist learners in comprehending difficult nuances. Code-switching worked as a bridge between higher education academics and learners alike.&nbsp;&nbsp; </em></p> <p style="text-align: justify;"><strong>JEL Classification Codes: </strong>L33, H44, J24. </p> Ravnil Narayan Copyright (c) 2023 Farha Atif https://creativecommons.org/licenses/by/4.0 2023-11-06 2023-11-06 6 1 1 6 10.46545/aijelr.v6i1.303