Learners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe (original) (raw)
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IRA-International Journal of Management & Social Sciences (ISSN 2455-2267), 2016
The study explored perceptions of secondary school learners of English on code-switching by teachers in the teaching of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed focus group discussions with groups of ten Form One and ten Form Three English learners per school. Results show that from the perspective of the learners, their ESL teachers code-switched from English to the learners' L1 as a teaching and learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative functions. The majority of the learners expressed an appreciation of their teachers' code-switching but there were also negative sentiments. The study recommends that language policy planners revisit the English-only policy in the school and consider adopting the endo-normative rather than the exo-normative model of English for the education system. The study also recommends that the Ministry Education should hold workshops to sensitise teachers on how code-switching may best be employed as an instructional tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on code-switching. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exonormative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.
IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526), 2016
The study investigated the English as a Second Language (ESL) teachers' perceptions on the relationship between code-switching and emerging varieties of English called New Englishes, as well as the teachers' perceptions on the teaching of such local varieties of English. The inquiry adopted a qualitative research paradigm and focused on two purposively sampled secondary schools comprising one rural day, and one urban boarding school. Four ESL teachers were interviewed (two teachers per school). The inquiry revealed that there was unanimous agreement among the four teachers that there is a relationship between code-switching and New Englishes. In addition, two of the teachers expressed the view that there is nothing wrong with teaching the local variety of English in the schools, while the other two said they preferred the teaching of Standard English.The study recommends that language policy planners in Zimbabwe consider adopting a balance of the endonormative and the exo-normative models of English for the education system. Such a model, while acknowledging the importance of Standard English, would not undermine the importance of the local variety of English. In addition, the inquiry recommends that the Zimbabwe School Examinations Council (ZIMSEC) be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on the perceptions of ESL teachers on the teaching of Standard English and New Englishes in school types which were not included in the sample for the present study.
Perceptions of English Language Teachers on Code-Switching Approach Towards Language Development
PUPIL: International Journal of Teaching, Education and Learning, 2022
This paper explores how code-switching can be meaningfully used as an empowerment approach towards improving learners’ performance in the English language. In cultures with people using more than one language for communication, code-switching exists. Bilinguals as speakers of many languages, code-switch, using their languages resourcefully at conveying meaning in a variety of ways. Code-switching occurs every day during teaching and learning as most subjects in the curriculum are offered in the English language. Teaching and learning the English language in South Africa is characterized by serious challenges because the government is advocating for use of home languages for all subjects of lower grades in primary schools. However, teachers still encounter challenges when using English as a medium of instruction in preceding grades because learners fail to comprehend challenging concepts and terminologies presented to them in a language besides their home language. This qualitative s...
ENGLISH LANGUAGE TEACHERS’ CODE SWITCHING IN ENGLISH LANGUAGE CLASSES IN PAKISTAN
Code switchingis an alternate use of languages in a discourse. It is a norm in bilingual communities. In the domain of English Language Teaching it refers to switching tofirst language (L1) from English. The present study is conducted in the context of University of Sindh (a public sector university in Pakistan)where Code switching is a common practice in English language classes at undergraduate level. However, there is a research niche regarding the study of Code switching in the present context. Therefore, the present research aims to fill that gap by investigatingthe teachers' reasons of Code switching in English language classesat University of Sindh. The study is based on interpretive paradigm using qualitative methodology.The data was collected through the use of semi-structured interviews and classroom observations.Eight English language teachers were selected for semistructured interviews through convenience sampling. One English class of each interviewed teacher was observed, thus resulting in eight classroom observations. The findings of the study suggest that the teachers switch code for various reasons such as, to clarify the concepts to the learners, and to improve their linguistic competence. In addition, they also consider the diversity of the learners along with rapport building and motivating and maintaining discipline in their classrooms. It is acknowledged that this is a small-scale qualitative study yet it opens different avenues of research. The results can be usefulfor language policy makers to use CS as a useful teaching tool in the present context.
Perceptions of English language teachers and learners on the Code Switching practice in English language classes in University of Sindh: A Qualitative Study, 2021
Code-Switching is a wide spread practice in almost every walk of life, from teaching to political speeches, from media discourse to professional trainings code-switching tends to be inevitable. It refers to the use of two or more languages in a single discourse. The current research studies the perceptions of English language teachers and learners on the use of code-switching in English language classes. The data were collected through semi-structured interviews. The teachers hold positive opinion about code-switching. According to them code-switching serves as a teaching aid which is worth applying for the sake of learners' ease, understanding, building interest and developing attention in the language class, and lightening classroom environment. Thus, if it is properly employed in the English language classes it can bring about positive learning outcomes. The other part of research covers the learners' views on the use of code-switching. The learners come up with ambivalent response. On one hand, some of the students believe that code-switching serves as an obstacle which inhibits the direct exposure of the target language: the more the exposure and practice, the more the learning. On the contrary, there were some other learners who did not prefer code-switching for themselves but for the sake of fellow learners they endorsed it. To them code-switching helps in guiding and clarifying the fellow learners' concepts. Thus, they viewed code-switching as a learning aid as well.
Code-Switching in English as a Foreign Language Classroom: Teachers’ Attitudes
English Language Teaching, 2013
Code-switching has always been an intriguing phenomenon to sociolinguists. While the general attitude to it seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for various reasons-many are of the opinion that only the target language should be used in the classroom. This study looks at the teachers' attitudes towards code-switching in teaching English as a foreign language to Malay students at one of the local universities in Malaysia. Data was collected through observations, questionnaires and interviews. Each teacher was observed, their language use were recorded, transcribed and then analyzed using the functions proposed by Gumperz (1982). The results of the study showed that teachers do code-switch in the language classroom, despite their claim that they do not. Analysis of the data showed that, in most cases, code switching by teachers was done to serve pedagogical purposes.
Code-switching as a Linguistic Resource in the Fijian ESL Classrooms: Bane or Boon
Code-switching is an unintentional linguistic phenomenon that defines a shift from one language to another by the speaker of a language. This study will address the role of code switching to students' L1 in their ESL classrooms and whether it expands interaction in these classrooms. Alternative language that is used in this paper for comparison and examples purpose is Fiji Hindi. The gap perceived in this area needs to be addressed towards the domains of sociolinguistics and applied linguistics in the ESL classrooms teaching milieu. Henceforth, the study draws on data collected from lower secondary ESL classrooms in the selected high schools of Ba, Fiji. The study has incorporated data gathering procedures: questionnaire and semi-structured interviews. The findings ought to indicate that code-switching should be seen as an optimistic language learning strategical tool as part and parcel of the ESL classrooms discourse. The research is calling for sensitising teachers of ESL about the helpful uses of code-switching knowing the fact that Fiji is a second language speakers' of English country. Therefore, the novelty of this research would call for methods and syllabi of teaching ESL instructions to integrate code-switching in a judicious and occasional manner, wherever possible in the English language curriculum. Index Terms-Code Switching, First language (L1), Second language (L2), English as a Second Language (ESL), Fiji Hindi, i-taukei
The Perceptions of Language Learners across Various Proficiency Levels of Teachers' Code- switching
Issues in Language Teaching (ILT), 2016
Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past years. This study explores the perceptions of English language learners across various proficiency levels concerning teachers' use of CS, in this case Farsi in English classrooms. It also examines the roles and functions of CS in the classroom. Fifty teachers and 105 language learners from University of Tehran Language Center (UTLC) in Tehran, Iran were involved in this study. The necessary data were obtained through questionnaires. The results suggested that the Elementary (EL) learners seem to benefit from the teachers' use of first language in class, whereas English-only classroom is preferred by Intermediate (IN) and Upper Intermediate (UI) ones. It was also revealed that maximum exposure of the learners to the target language seems necessary. The results suggest that, concerning the learners' levels (EL, IN and UI), teachers' and learners' Code Switching can work as a useful language teaching strategy. The findings of this study can have implications for English as a Foreign Language (EFL) classrooms and can be used by language teachers.
Why do teachers code-switch when teaching English as a second language?
South African Journal of Education, 2021
In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of l...