الفهرس 
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Abstract
This thesis is a socio-psycholinguistic investigation of the code-switching (CS) phenomenon in four schools in Alexandria, Egypt. It aims at examining the role of socio-psychological and socio-pragmatic factors in the production of language through an ethnographic study of attitudes in bilingual classroom behavior and qualitative interviews carried out with observed teachers. The pragmatic analysis of code-switching reveals that language choice inside the classroom is highly influenced by the context in which it appears since teachers switch codes in order to achieve various goals such as 1) curriculum access, 2) classroom discourse management and 3) interpersonal relations. The perceptions of all participants on code-switching overlap in that they believe that although it is a tool that fostered learning at beginner levels and could be used to attract attention or even for jokes, it should be abolished as the proficiency level increases. The findings showed that code-switching can be either advantageous or disadvantageous to EFL learning depending on the situation and the reason. Finally, according to the findings some recommendations are given in order to improve EFL learning in Egypt.