Abstract
This paper discusses pedagogical and conversational functions of Estonian-Russian codeswitching (henceforth CS) in the university classroom setting. Based on the data from university classroom bilingual interactions, this study will contribute to the current discussion of CS in the classroom and fill an important gap in existing research, as well as to the understanding of its conversational roles. The students and the teacher in this study are speakers of Russian as L1 and of Estonian as L2. However, the former have a more limited knowledge of the Estonian language. Thus, the interactions are characterized by varying levels of Estonian mastery by the participants. A switch to L1, whether initiated by the teacher or the student, aims to increase the efficacy of information conveyance. Short switches help to bridge a gap in the discourse. The results show that during lectures or seminars students use Russian as the language with which they feel most comfortable and in which they enjoy greater competence.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Journal of Linguistic and Intercultural Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
