In Saudi Arabia, English language classrooms operate within a bilingual environment where Arabic and English frequently coexist. One important feature of this environment is code-switching, or the alternation between languages during communication and classroom interaction. While traditional approaches have emphasized maximum English exposure, recent perspectives recognize learners’ first language as a potential pedagogical resource. This study presents a qualitative conceptual literature review examining the role and functions of code-switching in Saudi English language classrooms. Existing research on code-switching, translanguaging, and first-language use in EFL contexts was thematically analyzed, with particular attention to Saudi Arabia and comparable Middle Eastern contexts. Four major themes emerged: cognitive scaffolding, affective support, pedagogical strategy, and sociolinguistic reality. The findings indicate that purposeful code-switching can clarify complex concepts, support instructions and classroom management, encourage participation, and create a more comfortable learning environment. However, excessive first-language use may reduce students’ exposure to English and opportunities for communicative practice. Overall, the review suggests that selective and purposeful code-switching can function as a strategic bilingual resource while maintaining English as the primary language of instruction. The study highlights implications for EFL teacher education, classroom practices, and language policy in Saudi Arabia and other bilingual and multilingual contexts.