Code choice between L1 and the target language in English learning and teaching: a case study of Japanese EFL classrooms

Abstract

The use of English as a medium of instruction (teaching in English) as well as a subject (teaching English) has recently been promoted as a part of Japan’s language education policy. However, there is still a need to examine how the first language and target language function together to construct classroom interaction. This article investigates the practice and function of code choice and code alternation in English language classrooms. The way in which teachers and students actually choose the codes according to context are examined. The data were recorded in English classes at a public junior high school and a private junior high school (lower secondary school) in Japan. These data are analyzed from the perspective of classroom discourse analysis. Two types of code choice are considered, one depending on sociocultural factors and the other based on encouragement of target language use. The study suggests that code choice fulfills three pedagogical functions: (1) support to compensate for a learner’s lack of ability in the target language, (2) setting up communicative activities in the target language, and (3) transmission of sociocultural knowledge to learners.