Can Code Switching Enhance Learners’ Academic Achievement?

Simasiku, Liswani; Kasanda, Choshi D.; Smit, Talita C.

doi:10.5539/elt.v8n2p70

Cited by 17 publications

(16 citation statements)

References 13 publications

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“…For effective and efficient English language teaching and learning, for instance, [29] advises teachers to use code-switching not only as a means to point out main learning themes and other key tasks but also to point out students' errors and to give immediate correction. This practice does not only enhance students' learning of the English language, as [30] discover, but it also does improve students' engagement in answering questions which subsequently leads to an enhanced teaching and learning of the English language. Equally important, teachers' use of code-switching in the target language instruction can assist the students in understanding the materials due to their lack of target language proficiency.…”

Section: Pedagogical Implicationsmentioning

confidence: 90%

Code-Switching: A Pedagogical Strategy in Bilingual Classrooms

Sakaria¹,

Priyana²

2018

EDUCATION

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This paper presents a critical review of research on the use of code-switching as an instructional strategy in the teaching and learning of foreign or second language in bilingual contexts. Necessitated by the emerging and existing body of negative criticisms about its interference with the target language acquisition, this library-based paper sets out to critically review the use of code-switching to fathom its support as a crucial teaching and learning tool for language instruction, particularly in English language teaching and learning environments. This paper takes a qualitative inquiry that draws arguments primarily from library documentation. It particularly draws inferences from various theoretical orientations and empirical evidence within the confines of second or foreign language acquisition underpinning the fundamental use of code-switching in foreign or second language classrooms. Specifically, the paper attempts to theoretically justify the utilization of code-switching particularly in relation to its rationales and functions and, most significantly, its pedagogical implications to the process of second or foreign language teaching and learning. It ends with some suggestions on how teachers should take advantage of its availability and consistently maximize its use in bilingual classrooms.

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Section: Pedagogical Implicationsmentioning

confidence: 90%

Code-Switching: A Pedagogical Strategy in Bilingual Classrooms

Sakaria¹,

Priyana²

2018

EDUCATION

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“…The review of the literature revealed that many studies tackled the issue of classroom CS from various aspects (Arpac, 2016;Macaro & Tian, 2015;Simasiku, Kasanda, & Smit, 2015;Thompson & Harrison, 2014;Tian & Macaro, 2012). The most common aspects are as follows: the functions and practicality of teacher's CS, the reasons for classroom CS, and the classroom participants' attitudes to CS.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions

Adriosh

Razı

2019

Sage Open

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There has been an increasing interest in the topic of code switching (CS) for the past two decades. This ethnographic exploratory study uncovers the status quo of classroom CS in English as a Foreign Language (EFL) classrooms in Libyan universities. It aims to investigate how EFL teachers code-switch to facilitate teaching/learning process. Six EFL instructors and their students participated in this study from three universities in Libya. Fifteen hours of classroom observation were carried out and 24 students were interviewed. The results revealed that first language (L1), Arabic, was occasionally used by classroom participants for different pedagogical and social functions. Those functions are labeled as follows: Clarification, Repetition, Recapitulation, and Socialization. Both teachers and students hold positive attitudes toward the use of the teacher's CS to tackle pedagogical and social issues.

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“…Code-switching is a tool to aid teachers and students both, once the IRJMIS ISSN: 2395-7492  Shafi, S., Kazmi, S. H., & Asif, R. (2020 229 instructors are certain about the right usage and implementation of code-switching strategy in classrooms; that can be taken as linguistically proficient and fulfill their purpose what it is intended for, i.e. "enhancing teaching, learning and concept clarification" (Simasiku et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Aguirre (1988); Sadunih et al, (2018); Hudelson (1983); and Olmedo-Williams (1983), established Code-Switching as an operative teaching and communicative technique which is used preferably among bilingual learners. Ahmad & Jusoff (2009), deduction exposed that beginners appreciate positively the usage of code-switching by teachers in English Language Teaching (as cited in Simasiku et al, 2015). Gulzar (2010), in his study about code-switching in bilingual classrooms of Pakistan, observes that code-switching in language classrooms is done to facilitate the students and students consider that teachers' code-switching actually helps them grasp the difficult ideas.…”

Section: Introductionmentioning

confidence: 99%

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

Shafi

Kazmi

Asif

2020

IRJMIS

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Code-switching refers to the use of more than one language in a sentence or discourse. It is a natural commix that happens in utterances in bilingual and multilingual speakers reasoning one or more communal languages. Codeswitching (CS) denotes an alteration that is recorded between more than one variation in language following in the context of a single conversation. In sociolinguistics, code-switching is considered not merely one element of social life but encircles the social strata of speakers' social settings, linguistic variation and social variables. It is a linguistic strategy of bilingual or multilingual speakers. It is referred to as a "conversational scheme which is employed to constitute, cross or abolish group boundaries, to create, evoke or change interactive relation with their rights and commitments". (Gal, 1988). In multilingual contexts like Pakistan, code-switching is a common phenomenon. It appears as a conscious choice of language teachers to promote second language (L2) learning and improve second language comprehension among L2 learners. This article highlights the benefits of code-switching in the course of learning, explores some of the aspects of code-switching and its effectiveness in increasing L2 comprehension among the students at UE. It helped to illustrate the impact of code-switching to make classroom sessions interactive, to know the main causes of code-switching in communication and to know those triggering factors which forced students to switch from the native language (L1) to L2.

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Can Code Switching Enhance Learners’ Academic Achievement?

Cited by 17 publications

References 13 publications

Code-Switching: A Pedagogical Strategy in Bilingual Classrooms

Code-Switching: A Pedagogical Strategy in Bilingual Classrooms

Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions

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

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