Abstract
This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.
Highlights
Teacher identity shows how teachers perceive themselves as professionals
This study aimed to explore pre-service English language teachersperceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development
This study aimed to explore the perceptions of pre-service English teachers about code-switching in EFL classrooms and the effect of these perceptions on their teacher identity development
Summary
Teacher identity shows how teachers perceive themselves as professionals. As well as affecting their professional success, teacher identity has a big influence on their feelings as teachers in classroom and school environment Lerseth (2013) suggests some circumstances that she thinks influence the development of above mentioned two important points. These circumstances are identity being a continuing process, various identities that teachers possess, it’s being recognized by the others and its development via social channels Code-switching (CS) is changing between languages in the same discourse in bilingual or multilingual environments (Numan and Carter, 2011). While the traditional only-L2-use opponents state that it may cause students to use the target language improperly, L1-use supporters in foreign language classrooms think that it may be beneficial to the students (Bensen & Çavuşoğlu, 2013)
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