Code-switching In Classroom Research Articles

The supportive nature of Classroom Codeswitching functions in a Mexican EFL higher education language center: Does Codeswitching remain inadequately misunderstood?

Classroom codeswitching continues to be a debatable topic in current education practice as some teachers believe that the alternate codes of two languages in the classroom can conflictive as others view it as positive. Currently, in multilingual societies of the 21st century, codeswitching (CS) is an everyday occurrence where both teachers and learners’ resort to their L1 in order to achieve a specific communicative purpose. From an interactional point of view, this case study deriving from my PhD work, examines how EFL university students are using CS functions for diverse classroom purposes such as equivalence, reiteration, and socializing in a predominantly “only in English” context. Specifically, observation sessions were carried out as these depictions demonstrated what was taking place in the classroom. Field notes are used to triangulate data; therefore, a more in-depth and solid analysis is brought forth as to how these resources are used. Consequently, classroom data was analyzed using an applied CA approach as it yields an explanation of the practices at hand that enable the participants of a conversation to negotiate meaning. Findings support Macaro´s (2014) argument that for CS discourse to be authenticated, it has to be accepted by both parties (teachers and students) in the classroom context. Meaning that CS is utilized for the purpose of learning as well as communication if and only if the participants in the discourse agree that the interaction involving CS is appropriate for the purpose it was intended. This classroom data evidences whether the L1 should be present is a matter, which needs reasoned discussion among policy makers and specifically educators to fully understand the supportive nature of CS in the language classroom. Key words: Code-switching, only in English, code- switching functions, Conversation Analysis Approach, English as a foreign language

Code-Switching in the Second Language Classroom: A Narrative Study of a Saudi English Language Teacher’s Experience

This narrative study explores the use of code-switching in the second-language classroom from the perspective of a Saudi English language instructor. The aim was to explore how the instructor experienced code-switching as a student and used it in her teaching. The main research question guiding the study was: How does a Saudi English language teacher perceive and utilize code-switching in her teaching practice, and how does this relate to her experiences as a language learner? The study holds significance in contributing to the ongoing discourse on code-switching in second-language classrooms, providing a nuanced understanding from the perspective of an individual who has experienced it as both a learner and a teacher. Examining code-switching from the viewpoint of a Saudi English instructor can offer valuable insights into teaching practices, student engagement, cognitive benefits, and sociolinguistic dynamics within the Saudi educational context, where Arabic is the dominant language and English is increasingly important. The study utilized a narrative inquiry approach involving a series of interviews. However, excessive reliance on code-switching may hinder language acquisition, and learners should gradually reduce their dependence on it as their proficiency improves. The study provided valuable insights into the lived experiences of second language learners and teachers, underscoring the need for further research using this methodology in the field of second language acquisition.

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.

Code-switching in English language classrooms: revealing teachers’ strategies and motivations for effective language instruction

Code-switching in English language classrooms: revealing teachers’ strategies and motivations for effective language instruction

Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations

Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.

Perceptions of Code Switching in a Multilingual Language Classroom in Morocco

In this work students’ perceptions for code switching during group work in a multilingual classroom in Morocco are analyzed. This study is inspired by real time classroom experience. It reports on qualitative and quantitative data collected through an online survey, involving 50 participants. 80% of the respondents are multilingual in English, Arabic, Darija, and French, while 20% are monolingual in English. Casual observation of group discussions revealed that code switching occurred often during group discussion. This study confirms that 70% of students in this study switch codes during group discussions. Among students who do not understand the lingua franca, 79% feel left out and unheard during group discussions, when code switching occurs. Respondents mention the functions of code switching, which are; to fill in communication gaps that result from deficiency in English and to mitigate difficulties of explaining unfamiliar content, concepts, and ideas. Finally, this study finds that technology helps to close communication gaps in multilingual group tasks. The most frequently used technology tools in this study are Power Point, at 47%, and Word at 23%. Language translation tools are also mentioned as important.

Code-Switching Analysis in EFL Classroom Interaction: A Sociolinguistic Study

This research aims to analyze the types and the functions of code-switchingin EFL Classroom Interaction by teacher and students. The type of this research is descriptive using a qualitative approach. The instruments which are used are observation, interview, and documentation. The observation is conducted 3 times while interview was done to English teacher and some students to know the use of code switching in EFL classroom. The result shows that code switching is mostly used especially in explaining material to students based on Poplack theory. Three types of code switching which was used by the teacher: tag switching occurred 5 times in 3 meetings, intrasentential code-switching occored 33 times in 3 meetings, and interrsentential code-switching occurred 22 times in 3 meetings. Meanwhile, Based on Sert, there are the three functions of teachers’ code-switching accomplished. They were topic switch occurred 37 times in 3 meetings, affective function occurred 16 times in 3 meeting), and repetitive function occurred 16 times in 3 meetings. Besides, there are two functions of students’ code-switching accomplished. These functions are equivalence appeared 3 times in 3 meetings and reiteration appeared 1 time in three meetings. In conclusion, the type of code switching that is most often done by teachers is intersential switching, which occurs in one sentence, when the speaker says a complete sentence in one language into another language. Meanwhile, the code switching function that is most often used by teachers is topic switch, namely the teacher does code switching when explaining material to students, while the code switching function that is most often used by students is equivalence, namely repeating to avoid mistakes.

TRIGGERED CODE-SWITCHING: A BOTTOM-UP APPROACH TO CODE-SWITCHING AMONG L2 TEACHERS

Classroom interaction in the second language (L2) is an important source of language
 input for students. Yet, code-switching from the target language to another language is
 commonplace in many L2 classrooms. Psycholinguistic studies have shown codeswitching
 happens through top-down and bottom-up processes during bilingual speech
 production. Triggering is a bottom-up process where code-switching is caused by words
 that are shared between different languages. To investigate if triggered code-switching
 takes place among secondary school ESL teachers in Malaysia, a study on teachers’
 language use in class was conducted. A total of 111 minutes of interaction from two
 English lessons was audio recorded and 225 instances of teacher code-switching in the
 recordings were analysed. The analysis reveals that lexical transfers between English and
 Malay and selected discourse markers triggered instances of code-switching among the
 teachers. The findings suggest that teacher code-switching in L2 classrooms should be
 considered from both top-down and bottom-up perspectives. Based on these findings,
 suggestions for future studies on code-switching among L2 teachers were provided.

Code-switching in Bilingual Classroom in Sri Lanka: Differing Perception of Teacher and Students

Code-switching occurs in multilingual cultures where citizens have the right and ability to speak two or more languages. This phenomenon can frequently be seen in the English Medium classrooms in the Sri Lankan state school where English and Sinhala are used interchangeably for classroom practices. This article aims to examine subject teachers’ and students’ perspectives towards the use of English and Sinhala for instruction and learning in English medium classrooms in state schools in Sri Lanka, thus identifying how code-switching impacts on students’ performance. The study used mixed method for data collection. Five English medium teachers of three schools in the Hambantota district in Sri Lanka were interviewed and forty students who are learning the subjects in English medium in five schools were distributed questionnaires. The study used random sampling method for selecting the participants and Thematic Analysis (TA) for identifying, organizing, and interpreting data. One key finding of this study is that most teachers employ code-switching in bilingual classrooms in order to make the students familiarize with the subject matter. Although the majority of students are willing to speak English, as a medium of instruction in bilingual classrooms, students need their teachers to explain the lessons in both media. Although code-switching can enhance a student’s knowledge of a specific subject it does not make the student a better speaker or a writer. The current study has implications for bilingual teachers, students, syllabus, and material designers.

Code Switching In Moroccan High School Classrooms

Code switching as a phenomenon has been extensively scrutinized especially in communities where people are exposed to more than two languages; that is, multilingual societies. Morocco is considered to be a multilingual country given the existence of a range of different languages (e.g. Moroccan Arabic, Tamazight, and French). Many research studies whose main concern was to deal with classroom discourse in bilingual/multilingual environments (e.g. Milk 1981, 1982; Gurthrie, 1984; Jacobson, 1979; Gonazalez & Maez 1980), were primarily concerned with the study of code switching between learners’ first language and the language used as a medium of instruction. The study at hand seeks to shed light on three essential points. Firstly, it aims at investigating the extent to which Moroccan high school teachers switch from one language to another. Secondly, it explores the hidden motives behind code switching in language classrooms. Finally, it examines students’ perceptions towards code switching.

Code-Switching in English as a Second Language (ESL) Classroom Settings: A Strategy or a Problem?

Code-switching, or switching from one language to another, is common in many bilingual and multilingual classrooms. Nonetheless, there have been opposing perspectives on its application in the classroom. While some studies argue that the presence of code-switching is beneficial to teaching language, others regard it as a hindrance to achieving the learning goal of acquiring the target language. This study addresses a research gap concerning teachers' and students' perspectives on code-switching in ESL classrooms, whether it is a strategy or a problem. This research method involves a systematic literature review process that is classified into three stages: planning, implementation, and reporting. Forty-five journal papers were discovered in the initial search string, and 34 were chosen based on inclusion and exclusion criteria for further research. The results of all research contained in journals published from 2012 to 2022 showed that there had been a debate with opposing perspectives over the usage of code-switching in classrooms. The majority of teachers and students perceive the practice of code-switching in ESL classrooms positively. However, many of them are aware of the potential negative consequences. Some individuals are even opposed to code-switching. Furthermore, the data suggested that code-switching might be a useful tool for teachers and students in ESL classrooms, depending on its purposes and functions. This study recommends that teachers use code-switching as needed by considering the purposes and consequences of its use.

The Use of Code Switching in Efl Classroom

This article discusses code-switching used by teachers during the teaching and learning of English as a foreign language in the classroom. This is the result of a case study at a junior high school in Lembata, East Nusa Tenggara which aims to reveal the types and reasons for code-switching used by teachers in teaching. Data was obtained by observation and interviews with three English teachers who teach in six classes. The research results show that teachers use three types of code-switching, namely inter-sentential, intra-sentential, tag code-switching, and inter-participant code-switching. The use of these types depends on the teaching and learning situation in the classroom. The use of code-switching is based on the reason that it is used as a translation, to increase vocabulary, explain difficult words or topics, change topics, clarify subjects, avoid boring situations, and provide information. The use of code-switching helps teachers to teach and students to learn English, especially for new learners

The Phenomenon Of Code Switching And Code Mixing In English Learning Classroom

The diversity of languages in Indonesia has sundry errors such as gaps, errors in interpreting other languages, and others. It means, it also applies when in the process of learning foreign languages at school, especially English. Thus, learning English is difficult to build a positive spirit in learning, making students active and responsive in the learning process. Therefore, this study focuses on examining the types of code-switching and code-mixing in learning English in schools. This study uses a qualitative paradigm, using a descriptive case study type of research. Therefore, the researcher sets the goal to describe the data as it occurs in the phenomenon under study. This study is the occurrence of code-switching and code-mixing events in learning English at school. In this study, the researcher used guided semi structured interviewed as a data collection technique. The data from this study was analyzed based on the steps used, namely identifying the data, classifying the data, and describing the data according to the research objectives. The results of this study are the determinants of code-switching and code-mixing from teachers or students. Then, there are types of each between code-mixing and code-switching.

CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.

A Corpus-based NLP Study on Code-switching in English Majors' CLIL Classrooms

By applying corpus-based Natural Language Processing (NLP), the study aims to investigate teachers’ deploying of code-switching of L1 and L2 within the overall interactional organization of classroom interaction, and tries to examine teachers’ post-teaching reflections by the follow up interview on their use of code-switching in accomplishing their pedagogical goals of content and language teaching in CLIL classroom contexts. The findings of this research will reveal important implications for L2 learning and teacher education in CLIL. To be conclusive, the objective of researching teachers’ deployment of CS is to uncover how teachers use it as a mediating tool to promote learning. To be specific, the goals of the proposed research can be summarized as following:(1) In theory, the research attempts to dig into the features of CS in the CLIL classroom and the interactional features of CIC. As drawn from the literary, the research will also explore into content and language integrated teaching context from the perspective of CS which is still underpinned especially in China.(2) In practice, reflecting from teachers’ talk, it tries to offer a new perspective for teachers to understand CS deployment, raise their awareness of effective use of CS and better integrate content and language in the CLIL classroom. (3) Methodologically, by using NLP, the research helps gain in-depth insights into teachers’ teaching practices in foreign language classrooms, providing data support and facilitating the improvement of educational strategies to enhance language learning outcomes. It can offer valuable insights for research and practices in the field of foreign language education.

Functions of student code-switching in a Bruneian classroom

PurposeThis paper aims to investigate how Bruneian secondary school students employ code-switching in peer interactions. The functions of students' code-switching were analysed using Reyes' (2004) and Appel and Muysken's (2005) typologies.Design/methodology/approachThe data collected are based on audio-recorded group discussions designed to elicit students’ code-switched utterances.FindingsThe results indicate that the students used 11 functions of code-switching: referential, discourse marker, clarification, expressive, quotation imitation, turn accommodation, insistence, emphasis, question shift, situation shift and poetic.Research limitations/implicationsAs the study only focusses on a specific secondary school, results from this school will not represent secondary school students in Brunei.Originality/valueThis paper hopes to provide insight into how students' code-switching can be seen in a positive light. Moreover, understanding how students use code-switching in the classroom is essential for successful knowledge transfer and for cultivating competent bilinguals, which is what the country's education system aims for.

Utilizing of Codeswitching in English Language Classrooms in Sudanese Schools: Teachers’ Perspectives

This paper aims to examine the Sudanese teachers’ Viewpoint on using code-switching (CS) in Sudanese English language classrooms. The researchers have applied an analytical and descriptive approach. A questionnaire for teachers of the English language has been employed as the principal instrument for gathering the data related to the research paper. Then, qualitative and quantitative instruments are used. The researchers find out that most teachers have positive attitudes regarding the usage of code-switching. Considering these results, the investigators propose that the teachers employ it as a technique in English language classes since they have encouraging attitudes regarding the usage of code-switching in English language lessons.

Code-Switching in Asian EFL Classroom and the Teachers` Perception

There are many pros and cons related to the use of code-switching in EFL class. The use of code-switching, according to Khaerunnisa (2016) is considered as a useful instrument to help students and teacher in EFL class. In contrast, Macaro (2005) explains that the use of code-switching in EFL class is not sufficient to support students` development in mastering L2 when teachers keep using L1 in their deliverance. This research aims to discuss how teachers react to the use of code switching in class. Furthermore, this research reveals the role of code-switching through the use of it in EFL class. Moreover, the data in this research are taken from scientific articles in three different countries in Asia, namely Indonesia, Pakistan, and Turkey, therefore library research is applied as the technique of data collecting in this research. The data analysis shows that the use of code-switching in three countries have various use and function. The finding shows that In Indonesia and Turkey, the use of code-switching in EFL class is part of teaching method that enables the teachers to explain the lesson comprehensively. Meanwhile, the use of code-switching in Pakistan tends to be implemented as an instrument to build teachers-students engagement.

THE IMPACT OF CODE-SWITCHING IN AFFECTIVE SUPPORT AND LEARNERS’ SUCCESS IN PAKISTANI ESL CLASSROOMS AT UNIVERSITY LEVEL

Background and Purpose: English is an official language of Pakistan and it is not only taught as a subject, but it is also used as a medium of instruction in Pakistan. However, students find English language learning a difficult experience. Their difficulties are compounded by monolingual English language teaching policies and their individual differences which are linked with their motivation, level of anxiety and confidence. This study aimed at finding out the relationship between code-switching and learners’ affective response and its impacts on attaining success in ESL classrooms.
 
 Methodology: Data for this mixed method study were collected through purposive sampling via questionnaires, interviews, and field notes from the students majoring in English at a private university in Pakistan. Quantitative data is analyzed throughSPSS whereas qualitatively the data is analyzed by using constant comparative technique.
 
 Findings: The findings unveil that code-switching is an effective teaching strategy in ESL classrooms to deal with the learning of vocabulary, comprehension of abstract concepts, the performance of a difficult task, participation in classroom discussions, and the clarity of concepts. Moreover, switching to L1 also gives them satisfaction, fosters attention span, creates enjoyment, and boosts confidence, resultantly their performance improves.
 
 Contribution: The study provides implications for stakeholders including teachers, teacher trainers and policy makers to introduce pedagogical code-switching in ESL classrooms to foster the motivation and self-confidence of the students. The study concludes that though code-switching carries benefits, however, it should be used strategically to improve learners’ performance.
 
 Keywords: Code-switching, affective-response, success, ESL classrooms.
 
 Cite as: Nawaz, N., Atta, A., & Naseem, N. (2023). The impact of code-switching in affective support and learners’ success in Pakistani ESL classrooms at university level. Journal of Nusantara Studies, 8(1), 95-116. http://dx.doi.org/10.24200/jonus.vol8iss1pp95-116

FUNCTIONS OF CODE SWITCHING IN ENGLISH LANGUAGE CLASSROOM IN SELECTED SCHOOLS IN MBOONI WEST SUB-COUNTY, KENYA

The aim of this research was to establish the functions of code switching in the English language classroom in Mbooni West sub county. The functions are based on language use by both the teachers and the students in the classroom setup. The study applied Communication Accommodation Theory developed by Giles and Coupland. The study adopted a descriptive Survey Research design. The area of study was 15 selected schools in Mbooni west Sub County. The methods of collecting data were: an observation schedule, teachers and students’ questionnaires. The target population for this study was the teachers and students in 41 public schools in Mbooni West Sub County. The sample size of the study was 300 students and 60 teachers of English from 15 schools that were sampled through purposive and simple random sampling methods. Both qualitative and quantitative methods were applied in the analysis of the data. The findings of the study revealed that code switching enhances the teaching/learning of English-speaking skills. The teachers use code switching for curriculum access, for classroom management discourse and for interpersonal relationships. Learners used code switching as a communicative strategy, for affective functions and for socio pragmatic functions.