Andrew Sampson states that total proscription of the native language is to some extent harmful, suggesting that code-switching of the native language and English, with a good strategy of control, is useful for academic needs and also communicative purposes concluding: "The results of this study suggest that code-switching is not necessarily linked to students' skill level and rarely signals a reluctance to communicate in L2, but rather serves functions classroom communication such as expressing equivalences, discussing procedural issues, word retention, repetition of concepts, and forming group relationships” (302). students to learn. In most cases, the English language is intended for English-speaking students at the L2 or L3 level. Therefore, teachers should help non-native English speakers to code-switch in their communications. Code-switching would improve the student's ability to identify their errors and correct them as they continue to learn English. At the same time, if possible, teachers could use code switching to illustrate particular concepts and topics. In other words, teachers themselves can use the student's L1 or any other language to explain concepts or offer examples on topics in the student's L1. However, teachers should avoid using overly simplified English words and vocabulary. This is because this approach would not help the student improve their English