Conflict and accommodation in classroom codeswitching in Taiwan

Tien, Ching-Yi

doi:10.1080/13670050802153160

Cited by 23 publications

(18 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Examples include studies carried out in Hong Kong (Lin, 1999), Taiwan (Tien, 2009), India (Vaish, 2008) and Brunei (Martin, 2003). In all these studies, students are learning English as a foreign language even though in some cases, e.g.…”

Section: Review Of Literaturementioning

confidence: 98%

“…Also, coding data were not in the consent form which we initially gave Mdm Y for her signature and consent. Though cognizant of Tien's (2009) observation that 'a strict formulation of function is not possible as a particular instance of code-switching may be multi-functional' (p. 188), in the first instance, we separated each switch according to its main function based on the methodology used by Then and Ting (2011). In a study of English and Science lessons in secondary schools in Malaysia, Then and Ting focused on the reiterative function of codeswitching which resembled translation.…”

Section: Codingmentioning

confidence: 99%

See 1 more Smart Citation

Translanguaging in a reading class

Vaish

Subhan

2014

International Journal of Multilingualism

View full text Add to dashboard Cite

Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP is an early intervention reading programme in English for students in lower primary school. Our key finding is that the broad goal of translanguaging in teacher talk was to mediate academic content. Specifically, the purposes for translanguaging in teacher talk were to aid comprehension (in 41% of switches) and translate vocabulary (in 39% of switches). The use of Malay changed interactional patterns by closing the gap in talktime between teacher and students: though the ratio of talktime between teacher and students on Day 1 was 76%:20%, this became a more democratic 47%:49% on Day 8. Finally, the scaffold of Malay changed the way the students attempted to answer questions.

show abstract

Section: Review Of Literaturementioning

confidence: 98%

Section: Codingmentioning

confidence: 99%

Translanguaging in a reading class

Vaish

Subhan

2014

International Journal of Multilingualism

View full text Add to dashboard Cite

show abstract

“…Other representative examples of studies which belong to practice vs. policy research appeared in a special issue of the International Journal of Bilingual Education and Bilingualism (2009) edited by Li Wei and Martin. Wei and Martin (2009b), McGlynn and Martin (2009), Probyn (2009), Raschka et al (2009), Tien (2009 and Li who interpret language practices with regard to policy as text or discourse. The following section will review the LP literature which comes close to the current study theoretically and methodologically.…”

Section: Practice Vs Policy Researchmentioning

confidence: 99%

Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes

Amir¹

2013

View full text Add to dashboard Cite

This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-languageonly policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom.

show abstract

“…Also, as Tien (2009) found, it may help English teachers clearly explain English lexical items, phrases, sentences and grammatical rules. Besides, the allowance of L1 may make classroom management smoother and the teacher may also "build up solid relationship with students in classrooms" (Tien, 2009, p. 188).…”

mentioning

confidence: 99%

“…According to Tien (2009), the implementation of L1 in the form of codeswitching in an EFL class in Taiwan helps "avoid and resolve tensions and conflicts" (Tien, 2009, p. 188) between English teachers and learners. Also, as Tien (2009) found, it may help English teachers clearly explain English lexical items, phrases, sentences and grammatical rules.…”

mentioning

confidence: 99%

The Implementation of English-Only Policy in the Tertiary Efl Context in Taiwan

Wei¹

2013

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

The implementation of English-only policy in the English classes at Wenzao Ursuline College of Languages in Taiwan has continued for nearly 40 years. Its advantages and disadvantages have also been debated and challenged because of the rising demands on students' English proficiency in Taiwan. This study intended to reexamine the efficiency of the implementation of English-only policy in the English learning at a college of languages in Taiwan. Both quantitative and qualitative methods were used in the process of data collection. 279 English major and non-English major students were invited to answer questionnaires, and six participants were invited to join interviews. The process of data analysis included the analysis of both the quantitative questionnaire data and the qualitative interview data. This study found students' progress in English listening and speaking proficiency in the basic and lower-intermediate levels because of English-only policy. However, the interaction between teachers and some students was hampered because of the policy. Also, the ambiguity emerging in the insistence on using English only blocked some learners from comprehending the meanings of the texts they were learning, specifically the texts in the upper-intermediate and intermediate-advanced levels of English reading and writing courses. This study also found that proper tolerance of using both students' native language and English in TEFL classes in the way of code-switching may help students more than the implementation of English-only policy in a tertiary TEFL context. Key words:English-only policy, TEFL, Taiwan, college English teaching Abstrak: Penerapan penggunaan kebijakan bahasa-Inggris-saja (English-only policy) di kelas-kelas bahasa Inggris di Wenzao Ursuline Institute telah berlangsung selama hampir 40 tahun. Manfaat dan kerugiannya telah diperdebatkan dan dipermasalahkan karena meningkatnya tuntutan akan kecakapan bahasa Inggris siswa di Taiwan. Kajian ini bertujuan meneliti ulang kedayagunaan penerapan kebijakan bahasa Inggris saja dalam pembelajaran bahasa Inggris di sebuah institut bahasa di Taiwan. Metode kualitatif dan kuantitatif digunakan dalam proses pengumpulan data. Sebanyak 279 mahasiswa dari jurusan bahasa Inggris dan jurusan lainnya diundang untuk menjawab angket, dan enam orang peserta diundang untuk wawancara. Proses analisa data mencakup baik data kuantitatif dari angket maupun data kualitatif wawancara. Kajian ini menemukan kemajuan siswa dalam kecakapan mendengarkan dan berbicara dalam bahasa Inggris di tingkat dasar dan menengah bawah berkat kebijakan bahasa Inggris saja. Akan tetapi, interaksi antara siswa dan beberapa guru terhambat karena kebijakan tersebut. Selain itu, keambiguan yang muncul dalam desakan penggunaan bahasa Inggris saja menghambat beberapa pelajar dalam memahami makna dari teks-teks yang mereka pelajari, terutama teks di tingkatan menengah atas dan menengah mahir dalam mata kuliah membaca dan menulis bahasa Inggris. Kajian ini juga menemukan bahwa toleransi yang tepat dal...

show abstract

Conflict and accommodation in classroom codeswitching in Taiwan

Cited by 23 publications

References 21 publications

Translanguaging in a reading class

Translanguaging in a reading class

Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes

The Implementation of English-Only Policy in the Tertiary Efl Context in Taiwan

Contact Info

Product

Resources

About