Abstract
This papersynthesizesthe role of code-switching on academic performance and second language acquisition. Specifically, it aims to map relevant literature on codeswitching's attitude, reasons, and effects. Code-switching is using two or more languages-either alternate or combination-in a conversation.This paper collected and analyzed papers from different databases, considering recency, relevance, and the nature of the papers to identify general concepts of the topic. Reviewed papers are a combination of research designs to map general ideas quantitatively and qualitatively.The majority of the participatingteachers and students perceiveL2 classroom codeswitching positively. This paper identified pedagogic, affective, and personal-communicative as reasons for codeswitching and identifies positive and adverse effects of the process. The analysisconcludes that the use of codeswitching in the classroom as a communicative purpose is a beneficial but not a pedagogical purpose for L2 acquisition. Thus, this paper recommends using codeswitching for affective function and English in L2 classrooms to promote conceptual and linguistic development.
