Benefits of code-switching in language learning classroom at University of Education Lahore

Shafi, Sidra; Kazmi, Syeda Hiraa; Asif, Rehman

doi:10.21744/irjmis.v7n1.842

Cited by 20 publications

(17 citation statements)

References 14 publications

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“…The function of interpersonal relations in code-switching done by Arabic teachers is supported by the statement of (Shafi, 2020) and (Cahyani et al, 2018) in their research. They state that code-switching is a language strategy that helps the teachers facilitate conversation and maintain good communication during the learning process in language classrooms.…”

Section: Discussionmentioning

confidence: 76%

Code-Switching: Teacher Strategy in Arabic Learning

Wanti

Arifa²

2022

AlTarib

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This study describes how code-switching between first language (L1) and foreign language (FL) is used as teaching strategy by teachers in Arabic learning. The method used in this study was a descriptive qualitative. The data sources were Arabic teachers in East Java and Bali. Data collection techniques used in this research were interviews and observations analyzed in three stages: reducing data, presenting data, and drawing conclusion. The result showed that Arabic teachers agreed that code-switching could be used as a teaching strategy to facilitate students' understanding of learning materials. Code-switching function can be applied in three aspects: 1) curriculum activity, 2) class management and 3) interpersonal relationship. Code-switching can be an essential part that Arabic teachers can utilize in carrying out the learning process in the classroom. Teachers can use it as an indirect strategy if using Arabic does not fulfill the learning objectives.

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Section: Discussionmentioning

confidence: 76%

Code-Switching: Teacher Strategy in Arabic Learning

Wanti

Arifa²

2022

AlTarib

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“…Hence, data revealed in Table 1 & Figure 4 leads to the rejection of the first hypothesis. This result is linked to the views of Adriosh & Razı (2019); Puspawati (2018) ;Shafi et. al., (2020) who similarly posit that codeswitching still has semantic features in conveying messages.…”

Section: How Prevalent Is Codeswitching On Subjects With English As A...mentioning

confidence: 82%

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Estremera

Gilbas

2022

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Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.

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“…The triangulated data indicates that teachers and students also made use of the code-switching practice. Code-switching refers to the commix or use of different languages in an utterance in a single conversation (Shafi, Kazmi, & Asif, 2020). In this study, some of the teachers, namely T4 and T6, confessed that, due to their limited English proficiency, they resorted to this learning technique to facilitate their students' understanding of the subject content.…”

Section: Code-switchingmentioning

confidence: 89%

Subject Teachers and Enhancement of Students’ English Proficiency in Selected Senior Six Classrooms in Rwanda

Ndimurugero¹,

Mugirase²

2021

Advances in Education and Educational Trends Series

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This study was conducted in Sixth Form schools in Huye District in Rwanda. The researchers’ concern was that most secondary school leavers enter university with low proficiency in English, the medium of instruction. The researchers focused on subject teachers because subject-related courses are allotted more hours than English. The study aimed to explore whether subject teachers offered any assistance in boosting students’ English proficiency. The research drew on Language across the Curriculum (LAC) and Content and Language Integrated Learning (CLIL) approaches. LAC stipulates that all teachers are language teachers, that subject teachers and language teachers should work jointly, and that language should be taught across the curriculum. CLIL recommends that content be learnt through a second language and that the subject and the language be taught at the same time. For validity and reliability purposes, the current study made use of both qualitative and quantitative data collection and analysis methods. Findings revealed that only some of the subject teachers used strategies that could help promote their students’ English proficiency. Findings also indicated that content and English language teachers did not collaborate and that the students were not proficient in English. In accordance with these findings, recommendations were made.

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Benefits of code-switching in language learning classroom at University of Education Lahore

Cited by 20 publications

References 14 publications

Code-Switching: Teacher Strategy in Arabic Learning

Code-Switching: Teacher Strategy in Arabic Learning

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Subject Teachers and Enhancement of Students’ English Proficiency in Selected Senior Six Classrooms in Rwanda

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