Code switching in classroom discourse: A multilingual approach

Abstract

Cross-linguistic influence and the fluent alternation of several languages have been the focus of interest of recent research (Garcia, 2009; Munoz, 2007; Safont, 2001). The present study analyzes cross-linguistic influence and language switches in the oral production of English by 25 Catalan-Spanish bilingual children in a Spanish primary school. With that aim, we first identify the most common types of code-switch and their function in an EFL classroom by using Williams and Hammarberg's (1998) categorization of code-switches. Second, we test the applicability of such model by examining to what extent and in what manner the background languages (L1 and L2) are used during English production (L3) in the context of the Valencian Community, where Catalan and Spanish coexist. The data obtained show that both learners and teachers code-switch into Spanish rather than Catalan during interaction in English, thus assigning Spanish an instrumental role. In line with previous research, we suggest that these results may have been motivated by contextual factors (Munoz, 2007).1 IntroductionResearch on cross-linguistic influence (henceforth CLI) in foreign language acquisition has exclusively focused on the role of the native language in an additional language. However, the spread of English as a lingua franca and the growth of minority languages have promoted the study of multilingualism (Alcon and Safont, in press). In the last decade, wide research has been conducted on the influence of a non-native language on an additional language (De Angelis and Dewaele, 2009).The present study examines cross-linguistic influence and language switches in the oral production of English by Catalan-Spanish bilingual learners. It has two main purposes. First, it aims at examining what type of code-switch and function are the most common in the EFL classroom. To this aim, Williams and Hammarberg's (1998) categorization of code-switches will be used. Second, this study seeks to analyze to what extent and in what manner the background languages (LI and L2) are used in English production (L3). With this purpose, we will test the applicability of the role model proposed by Williams and Hammarberg (1998) based on the findings of the oral production of a learner of L3 Swedish.2 Literature Review2.1 Classroom Discourse in multilingual contextsInstructional settings constitute a kind of 'ecosystem' where learning originates as a result from the convergence of pedagogical and social aspects through interaction (van Lier, 2004). Over the last decades, researchers have contributed to broaden our knowledge about classroom discourse and its effects from a variety of perspectives. On the one hand, from a pedagogical point of view, early studies on classroom discourse focused on teachers' questions and their influence on students' contribution to the discourse (Barnes, 1969), and also investigated who controls the discourse topic (Flanders, 1970). The identification of patterns in classroom discourse has also received a great deal of attention (see Sinclair & Coulthard, 1975 for the teacher initiation-student response-teacher feedback (IRF) sequence; see Bellack et. al (1966), who introduced the concept of 'move' and described several types of pedagogical moves in classroom interaction (structuring, soliciting, responding, reacting); and the difference between 'instructional register' and 'regulative register' suggested by Christie (2000: 186-190).On the other hand, in the language classroom, discourse is the medium through which teachers and learners interact that also allows most teaching to take place. Therefore, language is at the same time the means and the goal of the lesson. In this regard, one might say that linguistic choices in the classroom matter when language learning is the goal and understanding how code choice works is essential for a multilingual approach. In addition to the aspects mentioned above, interaction in the classroom makes it a social event that entails the fluent alternation of several languages, especially in multilingual contexts, an issue that has been the focus of interest of recent research (Garcia, 2009). …