n academic circles, theEnglish Onlyview andBalanced viewhave established their grounds after vol-umes of work on the topic of code-switching in TESOL.With recent development in Critical Applied Linguistics,poststructural theory, postmodern theory, and the emer-gence of multilingualism, scholars have begun to view ELTas a constantly shifting dynamic approach to questions oflanguage in multiple contexts, rather than a method, a setof techniques, or a fixed body of knowledge (Lin in ApplLinguist Rev 4(1):195–218,2013). Therefore, this paperrepresents a crucial step in addressing the paucity ofresearch on the criticality and sociopolitical nature of code-switching in TESOL by drawing from the constructs ofidentity (Peirce in TESOL Q 29(1):9–31,1995), capital(Bourdieu in Soc Sci Inf 16(6):645–668,1977), and criticalpedagogy (Freire in Pedagogy of the oppressed, TheContinuum Publishing, New York,1970). The purpose ofthis article is to draw connections between code-switching,constructs of identity, and capital and reveal the powerdynamics embedded in language learning process. Wesuggest that language teachers be cognizant of thesociopolitical aspect of code-switching and pay moreattention to the multiple, fluid, and contradictory identitiesthat are assigned, claimed, and negotiated by students inclassrooms. In this paper, we elaborate on studies that viewclassroom codes-witching as social indexicality and iden-tity construction, discuss the missing gap in the ongo

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