Analysis of code-switching challenges between German and English among Persian speakers

Abstract: This study examines code-switching challenges between German and English among Persian speakers, focusing on learners in Iranian language schools, including the Hooger Language Institute and Humer Language School. The research investigates the acquisition of German as a third language by Persian speakers from various linguistic perspectives. Using a comprehensive literature review methodology, this study explores the linguistic, cognitive, and sociolinguistic aspects of code-switching in this trilingual context. Findings reveal that due to the linguistic kinship between English and German, significant negative interference in areas such as vocabulary and language structure was not observed. In fact, the positive influence of English on German language learning, especially during code-switching, is notable. However, in the early stages of learning (A1 level), learners face more challenges with code-switching and structural errors. Observations in German language institutes indicate that learning German after English has both positive and negative effects. In areas such as vocabulary acquisition, writing, and listening, little negative interference was observed. However, in speaking skills, especially in the early stages, the phenomenon of “language mixing” is more prevalent. This research also examines social factors influencing code-switching, including age, gender, education level, and socio-economic class. The results of this study can be effective in reviewing language education policies and designing curricula to address the specific challenges faced by Persian speakers in simultaneously learning these languages.

کلیدواژه ها:

Code-switching ، German-English Bilingualism ، Persian Speakers ، Trilingualism Challenges ، Sociolinguistic Factors