PEDAGOGICAL AND IDENTITY-DRIVEN MOTIVATIONS FOR CODE-SWITCHING: A GENDER-BASED STUDY OF PAKISTANI UNIVERSITY STUDENTS

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

The learning approaches consist of students’ learning intentions and strategies to learn. The ramification of their different learning approaches ends in various academic achievements. Their learning approaches mediate the impacts of students’ epistemological beliefs, learning conceptions, personality, and ability to learn on their academic achievements. Apart from personal variables, differences in students’ socioeconomic background, gender, disciplines of study, duration of experience in education, teaching approaches, and teaching methods produce differences in students’ learning approaches. The cultural and social differences produce specific personal attributes in students that impact learning approaches. Therefore, this study explored the impacts of Pakistani university students’ socioeconomic background, gender, study disciplines, and university education experience on their learning approaches. The sample of this study comprised 488 university students. The sampling technique to select this sample was a convenient non-probability sampling technique. The structural equation modeling approach was used to calculate the direct and total effects of students’ socioeconomic background, gender, disciplines of study, and duration of university education experience on their learning approaches. The Pakistani university students’ socioeconomic classes, disciplines of study, and duration of university education experience have significant direct and total effects on their learning approaches. The variable gender did not cause a significant direct or total effect on Pakistani university students’ learning approaches. The study contributed knowledge regarding factors that impact university students ‘learning approaches in the context of Pakistan.

This paper explores the impact of globalization, and the consequent re-ordering of indexicalities associated with different languages and linguistic practices, on the sociolinguistic repertoires and behaviors of Farsi-English bilingual Iranians in Iran. I focus on the participants’ Farsi-English Code-switching (CS) practices and their positionings toward CS in naturally-occurring conversations to examine how they use CS in their differentiation patterns and identity performances. Drawing on ethnographically-grounded discourse analysis, I demonstrate the speakers’ resort to newer, more nuanced differentiation patterns on the basis of phonology in Farsi-English CS practices. I argue that the recent visibility and wide accessibility of English in Iran through globalization, especially the Internet, has led speakers to states of anxiety to secure their profit of distinction. I elaborate on how, in the new re-ordered linguistic market, speakers take up CS with English phonological preservation, and the “authenticity” of the preservation, as the main resource with which they fulfill acts of differentiation and perform their (upper)middle-classness and/or elite status. The study has implications for the scholarship on CS and globalization as it calls for more nuanced and dynamic approaches towards CS and highlights the significance of investigating the impact of globalization on the everyday sociolinguistic practices of an understudied community. (Globalization, linguistic markets, indexicality, Farsi-English code-switching, identity performance).

This article presents findings of a pilot study on how language switch is used in a discussionbetween Finnish and German speaking students. Language switch in L2-interaction has been mostly considered as interference and a communicative deficit. After the Common European Framework of References for Languages highlighted the importance of plurilingual competences, language switch and other plurilingual strategies have been seen more positively as a productive way of reaching a communicative goal. The data analyzed in this article have been derived from a recorded group discussion in a Tandem course. As Tandem includes aspects of both didactic and non-didactic communication, the analysis also intends to find out whether language switch is used primarily as a communication strategy or as a learning strategy. The results illustrate that language switch is widely used in the data, mostly by the participants interacting in the L2 (German) and it mostly occurs when searching for lexical items. Language switches both to L1 (Finnish) and to L3 (English) appear almost to the same extent and they clearly serve communicative and learning purposes.

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

Code switching (CS) is a normal practice among bilingual and multilingual speakers both in the community at large and at schools despite it being mostly prohibited in most South African classrooms. Even though educators express the banes of CS or even deny its use in the classroom, the study on which this paper draws demonstrates that both teachers and learners engage in CS behaviour in classroom interaction. The paper examines language teaching sessions of Grade 8 and 9 learners in multilingual classrooms in three semi-urban schools in KwaZulu Natal. It demonstrates that in language classrooms, within the framework of OBE, CS involving learners’ home and additional languages can be used as a teaching and learning strategy in accomplishing communicative competence, especially grammatical, sociolinguistic and strategic competences, as described by Canale and Swain (1980). The paper concludes by exploring the implications of ‘strategic’ CS for second or additional language pedagogy, and suggests the need for education role-players to engage in continued consciousness raising as CS is a reality in and outside the classroom.Key words: code-switching, communicative competence, home language, additional language, Outcomes Based Education

Code switching is a challenging problem in literary translation due to the multiplicity of codes employed in the source text. One of the challenges here is that the target audience may not know the second code used during code switching. To retain the code switching – as a stylistic element – one may need to employ multiple target languages. Furthermore, the translator faces the dilemma of either doing away with the code switching or employing a new instance of code switching, probably at the cost of adding new meanings or dimensions and connotations to the text. This paper looks at strategies to tackle code switching within a novel using the example of Jerry Pinto’s Murder in Mahim (2017). Although this novel has been written in Indian English, it has several passages where one finds use of Hindi, Marathi or Bambaiyya. These include code switched words or phrases within a sentence and complete sentences offering a wide spectrum. This paper looks at the solutions provided in the Marathi translation (2019) by Pranav Sakhadeo. A new set of challenges would arise while translating the novel from Indian English to German as the (German speaking) target readers may not be aware of the phrases used in Hindi, Marathi, and Bambaiyya. Strategies are briefly discussed to translate selected passages into German retaining the code switching followed by further generalisation of the results towards a theoretical perspective.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

N My intention in this contribution is to turn the critical spotlight on code switching (CS) as currently conceptualized in mainstream AL, particularly in its application to the local African context. CS is the copresence of elements from two or more languages in a stretch of discourse. It is thus a phenomenon of multiple language environments (Clyne, 1972; Gumperz, 1982; Myers-Scotton, 1993a, 1993b). Much of the work on this subject has been concerned with explaining the relationships between the cooperating languages, the processes of integration or incorporation, as well as the relationships between people as social actors. In most cases, researchers describe CS patterns resulting from the contact between former colonial languages and the indigenous languages. My position is that such engagements misrepresent if not obfuscate the fact that CS has partially evolved from and to some extent reflects the African continent's tortured political history. CS reflects ambivalence in its deployment as a pedagogical tool for reinforcing subject content in English medium instruction across Africa and in its stigmatization through sanction on school grounds. Thus, the more recent critical macrosociolinguistic approach to CS in Kamwangamalu (1998), Heller (1999), Blommaert (1999), Alvarez-C ccamo (2002), and Bhatt (2004) is a welcome development for the discipline. The earlier restricted definition of the term as a microsociolinguistic phenomenon is not broad enough to accommodate the ideological issues that shape a victims' perspective. By victims'perspective I refer to an interest in the connotative properties of CS beyond the immediate physical context of its deployment and the fact that it indexes all sorts of social, political, and historical relationships, some of which may be traumatic. An alternative take on the victims' perspective is the use of CS as a tool in the resistance project. This is a more desirable position, as far as I am concerned, for which reason I make a case for a broader definition of CS that enables us to include not only utterances from contexts of conversational interaction but also other texts, such as song lyrics (the content of which may include individual and group narratives). Such a broader definition would also mean that CS research does not have to include a former colonial language to be worthwhile; it should value switches between local languages. A broader conceptualization of code is already possible within the framework of established sociolinguistic practice. For instance, Rampton (1995) follows Auer (1990) in carrying out such an expansion of the

Reality TV show, Love is Blind, has captured the hearts, minds, and attention of audiences nationwide, igniting fervent and passionate discussions about romance. This show boasts that they provide a space for people to fall in love “not for their looks, their race, their background, or their income,” but through emotional connection. Despite this promise, all these factors, especially, for Black women contestants, race, dictate success in the show. This Article explores concepts surrounding identity performance, code switching, and the Strong Black Woman (SBW) schema, which demands that Black women exhibit independence, resilience, and strength. We explore the many ways black women continue to navigate the show's cultural and linguistic contexts to negotiate their identities and interpersonal interactions. Through a comparison of a select few of the cast members' interactions with different suitors, this article strives to make sense of the nuanced strategies employed by black women on screen to adapt their behaviors and communication styles with potential male partners. This paper emphasized the fine line between how effective identity performance and code switching can lead to favorable outcomes on the show, while also highlighting the physical and mental burdens associated with these demands.

With the worldwide increase in people speaking more than one language, a better understanding of the behavioural and neural mechanisms governing lexical selection, lexical access in multiple languages and code switching has attracted widespread interest from several disciplines. Previous studies documented higher costs when processing a non‐native (L2) than a native (L1) language or when switching from L2 to L1. However, studies on auditory language reception are still scarce and did not take into account the degree of switching experience. Accordingly, in the present study, we combined behavioural and electrophysiological measurements to assess lexical access in L1 and L2 as well as code switching in professional simultaneous interpreters, trainee interpreters, foreign language teachers and Anglistics students, while the participants performed a bilingual auditory lexical decision task. The purpose of this study was to expand the knowledge on code switching in auditory language processing and examine whether the degree of simultaneous interpretation experience might reduce switching costs. As a main result, we revealed that L2 compared to L1 trials, as well as switch compared to non‐switch trials, generally resulted in lower accuracies, longer reaction times and increased N400 amplitudes in all groups of participants. Otherwise, we did not reveal any influence of switching direction and interpretation expertise on N400 parameters. Taken together, these results suggest that a late age of L2 acquisition leads to switching costs, irrespective of proficiency level. Furthermore, we provided first evidence that simultaneous interpretation training does not diminish switching costs, at least when focusing on lexical access.

This paper explores code switching between individuals involved in multilingual, romantic relationship, these being defined as relationships in which at least one partner speaks at least one other language. Grounded in previous research in the field of code switching but departing from its concentration on macrosocial phenomenon and rather focusing on language alternation in a much more intimate setting, this study will answer the following questions: what forms does code switching take among these couples? What does it mean to code-switch for these romantic couples? Lastly, what relational function does code switching play? By conducting ethnographic interviews with five individuals and two couples and analyzing the data through Spradley’s (1980) developmental research sequence, five forms of code switching emerged. Meanings of these code-switches include consideration, possessing authority in the relationship, professional or romantic identity, emotional conveyance, identity performance, and secrecy. The relational function that these meanings of code switching play among these couples is ascertained as being a way to increase or limit intimacy. Finally, implications for relationships of this type are discussed as well as further directions for studies in this field.

Due to the changes in the approaches and methods in English language teaching throughout history, the use of mother tongue (L1) has been one of the most important topics discussed in the foreign language teaching field. Although most of the approaches used nowadays do not support the use of mother tongue, there is a change in the perception towards teachers’ code-switching in foreign language (L2) learning classrooms. There are various recent studies suggesting that using mother tongue facilitates foreign language learning. In this respect, the purpose of this study was to examine the teachers’ and students’ perceptions towards L1 use in L2 classrooms and under which circumstances they preferred using mother tongue. In addition, learners’ preferences of teachers’ code switching were also analyzed. Both teachers’ and students’ perceptions and beliefs on code switching were investigated using the questionnaires, classroom observations and interviews as data collection tools. There were 2 hour-observation periods (90 minutes) in the classrooms of 2 nd grade, 4 th grade and 7 th grade in which the circumstances of L1 use were analyzed to determine if there were any common characteristics of the L1 use. Findings of the revealed that there were some common circumstances where teachers code-switched to facilitate learning in the classroom and that students had some clear preferences for their teachers to switch to L1.

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

Code switching and Politeness strategy are elements of communication that significantly influence classroom interaction. This paper was to reveal code switching including the reason of code switching as well as how it functions as politeness strategy in EFL classroom interaction. This study adopted a qualitative descriptive method. This research was based on the observation conducted in Universitas Negeri Makassar, in 2022. The research subject was 2 English Education classes that employed group presentation as the learning strategy. It consisted of 31 students for each class. To collect the data, the researcher recorded the classroom presentation. The recordings were then transcribed and analyzed by using discourse analysis approach. The reason of code switching was analyzed based on the theory by Hoffman (1991), and the politeness strategy was based on the rule of Politeness strategy by Brown and Levinson (1987). The result showed that code switching was used by students as politeness strategy during group presentation, and it was reflected in some maxims that were maxim of manner, maxim of relation, quality maxim, and quantity maxim. Finding of this research was significant in expanding ideas and insight about code switching that is actually can be used as politeness strategy in classroom interaction, particularly in group presentation.