| Summary: | Exploring teachers' language practices has become ubiquitous in linguistics research in an attempt to unveil what actually transpires in foreign language classes. One focus on language practices has been to study teachers' code-switching (CS) practices, the alternating from one language to another, which has been researched from a variety of standpoints. These include the amount of CS and the functions for which CS is utilised. Nevertheless, few take into account the possible impact of the teachers' background (e.g. education, biographies, lifestyles) on teachers' CS. Taking teachers' backgrounds into consideration, the purpose of this qualitative study was to explore the in-class CS beliefs and practices of non-native, Turkish-Cypriot, and Turkish, English language teachers working together in the north of Cyprus. It was deemed significant to investigate the CS beliefs and practices of both Turkish-Cypriot and Turkish teachers in that there has been an increased influx of Turkish teachers and students, as well as international students, (mainly from the Middle East and Africa) in the north of Cyprus due to the foundation of branches of Turkish universities there. The teaching of English was chosen due to its significance both for Turkish-Cypriot and Turkish heritage students. The study incorporates instances from the data in the form of classroom observations, interviews, and focus groups. The results showed that teachers' CS practice may, to a certain extent, differ culturally owing to teachers' cultures of learning. This study adds to the discussion surrounding the necessity for CS studies to consider the role teachers' cultures of learning might play in determining issues such as the amount of or functions for CS in the classroom. The study concludes with recommendations for CS, professional development and for Turkish universities in the north of Cyprus, in order to suggest ways to involve teachers in the planning process and hence to improve the quality of foreign language learning.
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