An evaluation of code-switching in Content and Language Integrated Learning (CLIL) in secondary education in Poland.

As it can be seen from the examples given above, code-switching was present during all CLIL lessons. Questions on the part of the CLIL learners were often prompted in Polish, especially in case of lack of understanding which usually took place when a new topic was introduced. Additionally, the CLIL learners switched into Polish when they needed some specific information about their test results or homework – they were probably afraid that they could misunderstand some important information. What is more, they switched into Polish while talking to each other. As for the CLIL teachers, in most situations, they switched into Polish in order to explain some vocabulary or difficult concepts. Their use of the Polish language also depended on the difficulty of the subject e.g. mathematics is generally considered to be more difficult than geography and this is why there was more code-switching present during these lessons. All in all, having observed the lessons throughout the whole school year I can conclude that the percentage of code-switching was gradually decreasing which was due to gaining more knowledge, experience and confidence on the part of the CLIL learners. In my opinion, it is not possible to completely avoid code-switching. As long as it facilitates learning in a CLIL classroom, it should be perceived as a positive phenomenon