Code-switching: Awareness about Its Utility in Bilingual Classrooms (original) (raw)
Related papers
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 in Pakistani English Language Classrooms: Perceptions of English Language Teachers
Code-switching is a natural and inevitable linguistic phenomenon of bilingual or multilingual classrooms in Pakistan. Teachers switch code in language classroom for various reasons. The main purpose of this study was to investigate the reasons of code-switching by teachers in English language classroom in Pakistan. Two semi-structured group interviews were conducted with English language teachers, teaching at school level and tertiary level, to explore the reasons of the teachers' code-switching in English language classroom in Pakistan. The findings revealed 14 reasons of code switching in English language classroom in Pakistan. The study also found that management of private educational institutions does not encourage code-switching. On the other hand in public sector educational institutions code-switching is considered need of the students. The researchers recommend employing code-switching to meet the needs of the learner and take heed of the level of the language learners as well.
The Analysis of Code - Switching Used by Bilingual School Teachers
Jurnal Pendidikan Progresif, 2013
The Analysis of Code-Switching Used by Bilingual School Teachers. The purpose of this study is to investigate the frequency of code switching occurences and to find out the condition that causes the code switching use. The subjects of this study are 3 teachers; they are Math, Physics, and Biology teacher from SMPN 1 Banda Aceh who teach the 2nd grade. Each teacher was observed for 3 meetings during the teaching learning process. They were also interviewed to gather more speficic data. The data from observation shows that the frequency of situational code switching happened very often for 85.6% in percentage. Then the condition that causes the teachers to use code switching is mostly in the reiteration process that happened for 30.5%. Teachers used code switching to ease the teaching and learning process, to expand students' comprehension, to help the students stick on the topic, to help the students confident in communicating, and to obey the rule of bilingual school.
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.
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.
Global Journal of Foreign Language Teaching
The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with ...
Functions of Code-switching in Bilingual Classrooms
The significance of role of code switching and code mixing in classrooms where medium of instruction is second/foreign language is approved reality. Observations of bilingual/multilingual classrooms show that teachers use code switching and code mixing in different situations for different purposes. This study aims at knowing the functions of CS (code switching) and CM (code mixing), use teachers in classrooms and the significance of the functions. The data for this study would be collected from teachers, teaching at intermediate level, of government and private colleges, using survey technique. The data would be analyzed statistically using SPSS software. The finding of this study would develop awareness about the use of CS and CM in bilingual classrooms. This study is significant as it would create flexibility in teaching methodologies of teachers.
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).
A Pedagogical Evaluation of Code-Switching at English Medium Secondary Schools of Gujrat
Orient Research Journal of Social Sciences, 2022
Code-switching is a prominent feature of English medium classes in the schools where English is taught as a foreign language. The instructors of English medium schools are asked to promote English speaking environment in the premises of institutes. The students mostly switch from L2 to L1 while speaking the English language. This study aims to find out the first language interference on second language learning regarding the Pakistani English classrooms. This study investigates the reasons behind the switching of teachers from English to the Urdu language in Pakistani English classrooms and explores the facilitation of code-switching in second language learning in English classrooms. For this purpose, two samples from the population were selected by the researchers consisting of 25 students and 10 teachers. Questionnaires were used as data collection tools. The collected data from the sample was analyzed with the help of SPSS software. It was found that it is hard to communicate only in the English language continuously even in English medium schools. Students' attitude towards codeswitching was found positive. The study recommends that code-switching is a legitimate and useful tool for students as well as teachers but it should be used carefully and according to the need and levels of the learners. It is a positive teaching technique, so it should not be banned even in English classes. But it should be used sparingly and where needed.
2019
English is a need in this era. Most education activities are conducted using and integrating with this global language. The objectives of this research are 1) types of code switching are mostly used by a bilingual teacher; 2) the bilingual teacher’ reasons in use of code switching in class. SMPN 12 Makasar applied bilingual class in Math, Science and English subjects. And this research focussed on a Math teacher as the research subject. Qualitative method was used by combining observation and interview. This research shows that math teacher used code switching in opening, main and closing session. There are three types of code switching used by math teacher. They are inter-sentential, intra-sentential dan tag switching. Bilingual teacher combined Bahasa dan English because of some reasons; talking about a particular topic, inserting sentence fillers of connectors, using repetition used for clarification, softing request and command, being aare of real lexical need, and intention of...