For a long time research has been investigating the use of codeswitching and whether it can benefit or hinder pupils in their language learning. Studies argue that although exposure to the target language (TL) is important, an appropriate amount of first language (L1) usage can also be beneficial. Although several studies have been conducted on the subject of codeswitching there appears to be a gap in research when it comes to codeswitching from a Swedish primary school context. 

This study is based on a sociocultural perspective on learning and aims to investigate the didactical problems of how codeswitching can be used as a scaffold for learning while also making sure the pupils still progress in their learning. Through observations and semi-structured interviews this study aims to investigate: (1) In what situations and with what frequency do teachers in a sample of primary schools codeswitch between Swedish and English in their English teaching, (2) what motivations do the teachers have for codeswitching and (3) to what extent do the teachers think codeswitching supports or hinders learning in English. 

Six certified teachers from grades 2 and 3 participated in this study. The data showed that codeswitching occurred for clarification, for exposure and for classroom management. Teachers also used Swedish for reasons such as time constraints, due to pupils’ proficiency levels and to reduce anxiety. Apart from that the teachers indicated that exposure to TL is essential for pupils’ language development. They also highlighted that other factors influence the language choice. The study suggests that only using the TL during English lessons is difficult and a judicious amount of L1 can be beneficial. However, the wide range in pupils’ proficiency levels makes it difficult for the teacher to plan a lesson suitable for all. This indicates that there needs to be clear guidelines on how the English lessons should be planned relative to the lesson time and pupils’ proficiency levels.