ABSTRACT
This chapter seeks to the existing research on code-switching (CS) in second language learning by sociolinguistically exploring the judicious use of CS and its role in enhancing L2 learning, especially in small-group speaking practice activities. It argues for more flexibility in allowing the utilization of sensible CS in second/foreign language environments. The chapter suggests directions for future research for a better understanding of this linguistic practice. The application of the MM indicates that the main characteristic of CS in the context of these speaking sessions is marked. In general, the utilization of CS in these examples of CS goes hand in hand with what Myers-Scotton posits: that "choices are marked when they can be seen as negotiations to invoke a rights and obligations set other than the unmarked one for the context". The chapter concludes with a discussion about pedagogical implications for the use of CS in target language speaking practice contexts.
