Code-switching is a common phenomenon in bilingual and multilingual discourse communities. It is the alternation of two or more varieties of languages within a given conversation. In bilingual contexts, code-switching most often occurs in the foreign language classrooms with young learners by the use of the first language (L1) within the second language (L2) utterances. It encompasses various pedagogical functions such as knowledge construction and transmission as well as classroom socialisation. However, how codeswitching actually works in foreign language classes in multilingual societies is still not well-known. This paper aimed at analysing and discussing the significant role code-switching could play in the English language (L3) classrooms, in Post-primary education, in Burkina Faso’s multilingual context through the use of L2 (French) and the learners’ L1 (mother tongue). Interview and questionnaire data were collected in addition to recording 3 English lessons using telephone (itel S32) recorder. Data were analysed qualitatively and quantitatively on the basis of Drew and Heritage’s (1992) and Canagarajah’s (1995) approaches. The results showed that the use of L2 and L1 in the targeted English classrooms was beneficial to both teachers and their students. Codeswitching was viewed as playing the role of saving time, solving the problem of misunderstanding of classroom discourse, and mediating between L1 and L3. It was therefore recommended to develop Burkina Faso post-primary English
curriculum accordingly.

code-switching, English, discourse, multilingualism, curriculum.