English Language Teaching (original) (raw)
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The Functions of Code Switching in ESL Classrooms of Sindh University
There are number of problems and issues regarding the use of first language (L1) in learning English language. In the English language classroom, both teachers and students seem not sure about the L1 use in the classes. Moreover, there is no policy communicated to the teachers and students of Sindh University regarding the code switching. The present study aims to investigate the patterns and functions of code switching in English language classrooms. The context of the study was University of Sindh, Jamshoro. Data was collected through classroom observations and semi structured interviews. Teachers' and students' code switching was analyzed thematically. It was found that code switching was done for different purposes including translation, repetition, clarification of instructions, and socializing. The study also found that for teachers, there is no policy communicated to them for using code switching in their classes. Introduction The language is the ability to gain and utilize multifaceted system of interaction. Pakistan is a multilingual country where more than two languages are regional languages and English has gained the status of Second language in the country. It is not only used in the market but, homes, courtrooms, hospitals and educational institutes of Pakistan are also under the influence of English language. Almost all of the schools in Pakistan are using English as a medium of instruction. The review of the related literature showed that speakers in multilingual and bilingual countries choose specific code during their conversation and they may also switch the code from one to another; this switching from one language to another is known as code-switching (Wei, 2013).Investigating the notion of code switching in diverse social and linguistic settings, most of the scholars' view was typically on types of code switching and its purposes (e.g., Gumperz, 1982; Myers-Scotton, 2001; Poplack, 1980).
International Journal of Linguistics, 2014
As Pakistan is a multilingual country where educational institutions are inevitably bilingual and cannot sustain freeing themselves from the influence of bilinguality, both the teachers and the students have to switch from English to Urdu or Urdu to English during the learning process as both belong to bilingual or multilingual backgrounds. Keeping in view these issues, the present research has aimed to investigate those factors which aid to create bilingual or multilingual English as a Second Language classroom. These factors along with other issues have been analyzed on the hypotheses of students' and teachers' attitudes towards code switching, functions and patterns of switching and finally, and the effect of code switching in the classroom. The research is a mixed kind of research based on both quantitative and qualitative analyses in which relation between the use of code switching with learning success has been explored. The results of the study show that code switching does play an important role in English as a Second Language classroom. Both the participants, teachers and students, do not want to eliminate this strategy and favour it as a supportive tool in learning English.
English Language Teachers' Code-switching in Class: ESL Learners' Perceptions
Code-Switching is generally defined as a shift from one language to another by the speaker during the speech. It is a common linguistic phenomenon in Pakistani classrooms. It is considered to have both positive and negative impact. This exploratory study investigated the perceptions of Pakistani students towards teachers' code-switching during English lectures at tertiary level. Students have different attitudes towards code-switching of teachers in classroom. There is a need to investigate whether it is beneficial or malevolent to switch between two codes in an English classroom and how the students view this alternation between codes. The researchers employed 5-point Likert scale questionnaire along with 12 open ended questions to investigate the perceptions of the students towards code-switching of English language teachers during lecture. The findings of the study revealed positive attitude of the students towards teachers' code-switching, however some of the students were of the view that code-switching by teachers restricts their exposure to English.
Learners’ Reactions toward Their Teachers’ use of Code-Switching in ESL Classroom
International Journal of Academic Research in Business and Social Sciences
Code-switching has been used by the language learners since primary school to communicate among themselves and comprehend their first and second language grammatical rules. It demonstrated that code-switching is a genuine occurrence that could be difficult to hinder. Hence, this study investigates the learners' reactions towards their teachers' code-switching practice in ESL classrooms and the functions of their code-switching. Data were collected from fifty-two ESL learners in a suburban school in Serian district. The findings showed that learners have mixed reactions towards teachers' code-switching. Although they have inconclusive opinion on the benefits of code-switching, they still prefer the teachers to use code-switching in the classroom. Code-switching among learners is mostly use to communicate with classmates who speak similar first language. The results are hoped to assist teachers in practicing code-switching purposefully and judiciously while making policy makers see codeswitching in a positive light.
Code-Switching in Second Language Teaching of English: Does it Matter?
MAP Education and Humanities
Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level inciden...
Benefits of code-switching in language learning classroom at University of Education Lahore
International Research Journal of Management, IT and Social sciences, 2020
Code-switching refers to the use of more than one language in a sentence or discourse. It is a natural commix that happens in utterances in bilingual and multilingual speakers reasoning one or more communal languages. Codeswitching (CS) denotes an alteration that is recorded between more than one variation in language following in the context of a single conversation. In sociolinguistics, code-switching is considered not merely one element of social life but encircles the social strata of speakers' social settings, linguistic variation and social variables. It is a linguistic strategy of bilingual or multilingual speakers. It is referred to as a "conversational scheme which is employed to constitute, cross or abolish group boundaries, to create, evoke or change interactive relation with their rights and commitments". (Gal, 1988). In multilingual contexts like Pakistan, code-switching is a common phenomenon. It appears as a conscious choice of language teachers to promote second language (L2) learning and improve second language comprehension among L2 learners. This article highlights the benefits of code-switching in the course of learning, explores some of the aspects of code-switching and its effectiveness in increasing L2 comprehension among the students at UE. It helped to illustrate the impact of code-switching to make classroom sessions interactive, to know the main causes of code-switching in communication and to know those triggering factors which forced students to switch from the native language (L1) to L2.
Code switching and code mixing is a widespread phenomenon in bilingual communities now days where speakers switch back and forth between their native language (L1) and their second language (L2). In Pakistan, English vocabulary is frequently mixed in Urdu, the National Language of Pakistan. The tendency of mixing of English words is not only limited to spoken discourse but are also seen in the written data as well. The policy of many public and private institutions demands to use only English language as a medium of teaching. This practice is more visible in the classrooms where English is taught as a Second Language. In this scenario, the policy makers ignore the fact that the learning abilities of L2 learners do vary. In fact they ignore the feelings and attitudes of L2 learners towards this second language. Teaching of English has been made compulsory but its effectiveness is a matter of question. The aim of this paper is to investigate the effects of code switching and code mixing on the native identities, attitudes, voices, feelings and understanding of the L2 learners in ESL classroom. It also examines how English language and culture posing a serious linguistic and cultural shock and threat upon natives. The methodology applied in this research is both qualitative and quantitative. The target populations are 100 students of different disciplines from University of Gujrat. They have been observed for 1 hours lecture daily for a week. The classroom discourse and questionnaires add a great deal to the data collection. All the data is analyzed by applying SPSS. The findings of this research reveal how the frequent practice of switching and mixing of English affecting the native identities of the learners. The findings are shown in graphs and tables.
Code-switching and code-switching are the natural and certain linguistic phenomenon of bilingual or multilingual classrooms in Pakistan. In order to assist the students, ESL teachers tend to mix and switch native codes in language classrooms for various reasons. Codeswitching (CM) and code mixing (CM) are the marked features of a multilingual society as well as a common linguistic phenomenon in the language classrooms. CS and CM are effective methods of teaching English, especially to the students of Intermediate classes. The Major purposes of this method are to motivate and provoke the interests of the students in learning English language, by ensuring conceptual clarity on the part of the student using CS and CM. This paper keenly observes the potential impacts of switching and mixing native code by ESL teachers while teaching English owing to the pedagogical benefits of these linguistic phenomena in the background of Covid-19. The study was conducted to examine the reasons for which the ESL teachers adopted these linguistic behaviors. It throws fresh light on the attitudes of ESL teachers towards native code switching and code mixing. The study is conducted with 150 male ESL teachers teaching in different Government Higher Secondary Schools in various districts in Punjab. The sample is selected using snow ball sampling technique. Mixed method approach was used to collect the data. The data are collected through questionnaire and interviews. Quantitative data were examined using the SPSS version 24.0, while qualitative data were evaluated using the thematic analysis approach. The results revealed via tables and graphs justify that these linguistic behaviors are successfully and effectively adopted by ESL teachers mainly to facilitate pedagogical process and enhance learning. The proper use of CS and CM also helps teachers develop interpersonal relationship with students and make their instructions more implicit and comprehensible.
2011
The main purpose of this study is to contribute to a better understanding of the code-switching phenomenon to have positive impacts upon teaching and learning process. The study investigates the linguistic features of codeswitching, that include intra-sentential code-switching, inter-sentential code-switching and code-switching at word, phrase and clause level, which are examined in both male and female university teachers’ lectures. Several findings from Urdu/English code-switching corpus, collected from universities of Lahore city, are presented and analyzed. It is investigated that while making use of code-switching, there is a frequent use of different linguistic features of code-switching between Urdu and English by university teachers. It is found that intra-sentential codeswitching (37.15%) is the leading code-switched area, and code-switching at word (31.21%), clause (21.54%), and phrase (6.42%) level, being a part of inter-sentential code-switching, are the successive areas...
Code-switching: Awareness about Its Utility in Bilingual Classrooms
It is not uncommon to hear bilinguals mixing two languages when speaking in different situations. In multilingual classrooms such as Pakistani ones where most of the individuals have the knowledge of two or more languages, the linguistic phenomenon of combining languages is quite common. Teachers do code-switch while teaching English in the classroom and reason for this language alternation may be that English is taught as a main/compulsory subject in Pakistan and is used as a medium of instruction at school and college levels. Despite the significance of the phenomenon, the reasons for teachers' code-switching (henceforth CS) in bilingual classroom discourse have not been investigated in Pakistan although the research on the same issue has been carried out in the developed countries in the context quite different from the one existing in Pakistani classrooms.