The Effect of Code-Switching in International Language on Task Performance in the English Class (original) (raw)

My research interests in rhetoric, and especially affective rhetoric, motivated this research activity into the effects on student performance of code-switching frcnn Ll (in this case Spanish) and L2 (English) in the interpersonal language used by the teacher in class. For the purposes of this research activity I apply the conventional distinction between transactional language and interactional language (Brown and Yule 1983: 1-2) to my classroom practice as follows: transactional language is all language used in relation to the specific objectives and content of the class (introduction and explanation of class objectives and content, assignment and explanation of tasks, conduct and management of tasks, teacher conunent and feedback on tasks, class discussion of tasks); interactional language is all language used for nmctions of establishing, maintaining and regulating interpersonal contact (terminology from Stem 1983: 225) through greetings and farewells, ice-breaking, digressions,...

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