Code Switching of L2 Learners in English Classroom (original) (raw)
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CODE SWITCHING BY TEACHERS IN THE SECOND LANGUAGE CLASSROOM
This study investigates the use of mother tongue (L1) by teachers in the English as a second language (ESL) classrooms, University of Colombo, Sri Lanka. It seeks to find the purpose of L1, the amount of L1 in lower and higher proficiency classes and teachers' attitude towards the use of it as a pedagogical tool to facilitate target language (TL) acquisition. The study revealed that students' L1 is used for pedagogical, administrative and interactional purposes in the ESL classroom and that instructors teaching in lower proficiency levels used the L1 in significant quantities as a strategy to accommodate students' low language proficiency and also as a strategy to create a less threatening classroom environment. In higher proficiency levels it was used mostly for interaction. In general, the majority demonstrated a favorable disposition towards the use of L1 since they believed it facilitates language acquisition by making the input more comprehensible and also by lowering the students' affective filter. Based on the findings, it is posited that the students' L1 might be a useful strategy that enhance TL acquisition. The study recommends that teachers should be educated on the potential of L1 and how it should be utilized to maximize language acquisition.
Anglica Wratislaviensia
Alternating between languages in an FL classroom is first of all observed in teacher talk which is an important dimension of FL teachers’ discourse. (Tsui 2008). The empirical study presented here focuses on the language choices made between the L1 and FL(s) by both in-service teachers (group 1) and pre-service trainees (group 2) during English lessons—but it is not meant to be an in-depth debate on L1/FL use in a language classroom. It is a small-scale diagnostic study of a FL classroom and TT behaviour of the subjects. The text starts with a brief presentation of the concepts of code-switching and translanguaging, as applied in educational contexts and here operationalized for the purposes of a pilot study on language choices in teacher talk. The observations of EFL lessons focus on the purpose(s) language alterations are made by the teachers and seek to reflect on the extent to which these purposes refer to clearly-defined instructional functions—cognitive but also affective ones...
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.
Asian Journal of Multidisciplinary Studies, 2019
People who learned two languages demonstrate an interesting behavior known as "code switching." A 'code' is defined as a language or a dialect, thus, code switching (CS) is an alternation of words and phrases between two languages or dialects. Considered as a form of "bilingualism", researches proved that code switching may improve understanding of a concept. ESL teachers, linguists, and researchers believe that code switching is not necessarily a blockage or deficiency in learning or using a language. Bilingual speakers alternate the codes for various reasons during conversation. Thus, this Descriptive-Quantitative study explores the factors, forms, and functions of senior high school students' code-switching behavior in academic or classroom interaction. In order to satisfy the said aims, researcher-made survey-questionnaires were administered to thirty (30) Senior High School students who were selected through Quasi-random Sampling. As per the results, it can be inferred "Loss of Words" is the most dominant factor on why students switch between two languages. In terms of the forms of LCS, most of the students (56.7% answered "most of the time") tend to use Inter-sentential Code Switching. Ultimately, Personification is the most dominant (43.3% answered always) function of LCS. It can be concluded that code switching could be used to help gain mastery of subject contents. Teachers should know when to use the first language (L1) and when to the use second language (L2) appropriately and strategically in order to enable comprehension and meaningful involvement of the learners, which will lead to enhancing academic achievement.
CODE SWITCHING AMONG TEACHER AND STUDENTS IN BILINGUAL CLASS AT TENTH GRADE OF SMAN 1 KOTA SERANG
The research was intended to analyze the type of code switching, the function of code switching, reason and also kinds and degree of bilingual apply when having conversation among teacher and students in SMAN 1 Kota Serang. In collecting the data, a qualitative method using purposive sampling was applied by conducting observation, recording, and interview. Then, those data were analyzed through some stages, namely transcribing the recorded data into written data, classifying the data based on the types of code switching, reducing the data, giving code for each datum, analyzing the data and interpreting them to answer the research problems. Based on the analysis of the data, it can be concluded that: (1) there are two types of code switching used by teacher and students namely situational code switching, metaphorical code switching included by tag switching and also intra sentential switching, it has amount of Situational switching is 27.27% and Metaphorical switching is 72, 72 %. (2) there are functions of code switching, namely topic switch, transfer the necessary knowledge for the students for clarity, following the instruction in target language, make partner easier understand what they want to say, code switching is a strategy to transfer the intended meaning, as conversational strategy in bilingual class, create special effect and ability of someone to express their feeling, for joke, to make nice atmosphere in class, to mark emphasis, and quote someone. (3) There are reason the teacher and students apply code switching, namely class policy use English as subject matter, for express secret, angrily and bore, and last for qualified massage. The researchers suggest for the other researchers who will do such research d e a l i n g w i t h t h e p h e n o m e n o n o f c o d e s w i t c h i n g , i t i s s u g g e s t e d t h a t g o o d comprehension toward the work should be achieved through close and intensive reading so they can do further research from the other point of view. Besides, there must be an effort to find other references that have relation to the study. The writer's suggestion is also for international student in international school based that they can do code switching at the beginning of their exercises. They do not be afraid of speaking English, because by switch codes encourage them to speak actively in bilingual class.
De Montfort University, 2019
This study aimed to find out how code switching functions in EFL classes with native (NS) and non-native speaker (NNS) teachers by using classroom observation and interview methods. To reach this aim 162 B-level students and 8 teachers were observed for 16 audio-recorded classroom hours in the School of Foreign Languages Department of a private university. In addition, semi-structured interviews were carried out with all of the 8 teachers who participated in the research and 37 students in groups of 4 to 7 from each of the observed classes. NVivo technique was employed to categorise and store the data. The seven functions (themes) which emerged from the utterances made during the interviews and the classroom talks were; ‗motivating, activating and drawing attention', ‗comprehending', ‗feeling free while expressing meaning', ‗cultural orientation', ‗naturality', ‗negotiation', and ‗feeling secure and relaxed'. Results indicated that there were not many noteworthy differences between the functions of code switching used by NS and NNS teachers. Both the NS and NNS teachers switched to the students' first language for purposes such as helping them comprehend, feel secure and relaxed, motivating and activating them, drawing their attention, and for orienting to their culture. On the other hand, the students' switching to L1 served comprehending, feeling free while expressing meaning, getting motivated and activated, feeling secure and relaxed, cultural orientation, naturality and negotiating with the
Sourath Seelro, 2023
In every society, there is a dominant language that we unconsciously prefer, and for the majority of us, that language is English. In Pakistan, the official language of English is preferred over national and regional languages. Code-switching is the practice of switching from one language to another, and it is essentially an inevitable phenomenon, especially in the zone of multilinguals and bilinguals followed by language dominance. Since Pakistan's pedagogical learning and teaching methods have never been studied, additional research is required. Code switching gained importance in the 1990s when several studies on the subject were published. Since then, it has been crucial for most institutions to strike a balance between languages so that code switching may be advantageous for both learning and teaching systems. The paper aims to discuss the impact of high and low languages in Pakistan, with a focus on Hyderabad Sindh. The causes of code-switching and language dominance will be highlighted in the article through analysis of interviews with former National University of Modern Languages students. I.