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Three participants from a private university in Istanbul, Turkey provided data via semi-structured interviews and graphic elicitation tasks. Coding generated three themes: the influence of past experiences, perceptions toward code-switching, and identity development. Findings indicate that prior language learning history affects code-switching perception, which in turn shapes participants’ self-concept and classroom practice, supporting integration into teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-interaction-of-code-switching-and-efl-teachers-perceptions-on-their-teacher-identity-development/589888/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-interaction-of-code-switching-and-efl-teachers-perceptions-on-their-teacher-identity-development/589888.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To investigate how pre-service English language teachers perceive code-switching and how these perceptions affect their teacher identity development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in the study?",{"text":117,"@type":113},"Data came from semi-structured individual interviews and graphic elicitation tasks with three pre-service teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from the analysis?",{"text":121,"@type":113},"The analysis produced three main themes: the effect of past experiences, perceptions toward code-switching, and identity development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589888,1792165222,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The Interaction of Code-switching and EFL Teachers’Perceptions on their Teacher Identity Development\u003Cbr>Suna Altun*\u003Cbr>Yeditepe University, Graduate School of Educational Sciences, English Language Teaching PhD Program, Kayışdağı Cad. 34755, Istanbul, Turkey\u003Cbr>Corresponding Author: Suna Altun, E-mail: [snaaltn@gmail.com](snaaltn@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: October 14, 2018\u003Cbr>Accepted: January 07, 2019\u003Cbr>Published: February 28, 2019\u003Cbr>Volume: 10 Issue: 1\u003Cbr>Advance access: January 2019 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Pre-service English Language Teacher,\u003Cbr>Code-switching, Identity Development, Perceptions,\u003Cbr>Past Experiences, Language Choice, Feelings | ABSTRACT\u003Cbr>This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs. |\n\nINTRODUCTION  \nTeacher identity shows how teachers perceive themselves as professionals. As well as affecting their professional success, teacher identity also has a big influence on their feelings as teachers in classroom and school environment (Lerseth, 2013, p. 13) . There are two important points related to the teacher identity development: “Who a teacher is and what a teacher does”(Beijaard, Meijer &Verloop, 2004; Gee, 2000; Moje& Luke, 2009) . Furthermore, Lerseth (2013) suggests some circumstances that she thinks influence the development of above mentioned two important points. These circumstances are identity being a continuing process, various identities that teachers possess, it’s being recognized by the others and its development via social channels (Lerseth, 2013, p. 28) .  \nCode-switching (CS) is changing between languages in the same discourse in bilingual or multilingual environments (Numan and Carter, 2011) . It is a concept that is handled in bilingual or multilingual settings, and foreign language (FL) classrooms are among these bilingual or multilingual settings. According to Sert (2005), FL teachers may  \ncode-switch either consciously or unconsciously and there have been debates over the effect of this conscious or unconscious practice in FL classrooms. While the traditional only-L2-use opponents state that it may cause students to use the target language improperly, L1-use supporters in foreign language classrooms think that it may be beneficial to the students (Bensen & Çavuşoğlu, 2013) .  \nThere are separate studies which have explored foreign language teachers` and pre-service teachers’ identity development and their perceptions towards CS in FL classrooms. The literature on teachers’ perceptions towards CS in FL classrooms and their identity development that is to be handled in depth in the following section shows that these two topics share some important aspects such as experience, teachers’ feelings and self-perception as a teacher like being successful or unsuccessful; or to have sufficient knowledge of the subject or vice versa.  \nDespite sharing common concep","cbCair8k4YVMIOqP","https://ap.wps.com/l/cbCair8k4YVMIOqP","pdf",872544,14,"English","# Abstract\n# Introduction\n## Teacher identity development\n## Code-switching in language classrooms\n## Research gap and study purpose\n# Research questions\n# Literature review\n## Teacher’s identity development","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To investigate how pre-service English language teachers perceive code-switching and how these perceptions affect their teacher identity development.\"},{\"question\":\"How was data collected in the study?\",\"answer\":\"Data came from semi-structured individual interviews and graphic elicitation tasks with three pre-service teachers.\"},{\"question\":\"What themes emerged from the analysis?\",\"answer\":\"The analysis produced three main themes: the effect of past experiences, perceptions toward code-switching, and identity development.\"}]","The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development | PDF",1792068333,35]