Code-switching in Japanese language classrooms: An exploratory investigation of native vs. non-native speaker teacher practice

Abstract

Research on language classroom code-switching ranges from describing both teachers’ and learners’ first language and target language use to making connections between code-switching and student learning. However, few studies compare differences in practice between native and non-native speaker teachers and even fewer consider culture of learning as a variable. This paper presents recent results of a study documenting how three Japanese teachers, one of British and two of Japanese origin, differed in their use of classroom language delivered in the target language vs. the students’ first language. Findings include that language teachers’ code-switching practices can and often do differ substantially, influenced by the teacher's culture of learning. Incorporating examples from data in the form of classroom observation field notes and semi-structured interviews, this study adds to the discussion surrounding the importance of language teacher education programs which prioritize investigation of teachers’ background and teaching context in course content.