Discourse Analysis of Teacher Talk: Code Switching in Content and Language Integrated Learning (CLIL) Classrooms in Thailand

Abstract

ABSTRACT-This paper presents the results of a study on pedagogical functions of code switching in teacher discourse in Content and Language Integrated Learning (CLIL) classroom in a Thai university. The data was collected by means of structured classroom observation, field notes, and audio recordings. The findings suggest that code switching is used primarily for a preventive purpose; the explanation is given in L1 because otherwise the lesson would not be understandable for the students, mainly due to the students' low proficiency level. The instructor alternates languages in order to substitute words and phrases in another language and to emphasize content words and learning points that are the focus of the lesson. Self-repetition is the most frequently used emphasis technique. Furthermore, the lecturer code switches in order to give lucid clarification of difficult concepts and clear confusion, which facilitates learning.

7 | 2 | 2018

“…Students' and teachers' code-switching in CLIL classes However, although they were not sure whether it was good or not, they clearly admitted to speak mainly Italian when they work in group (63%) and mainly English when prompted by the teacher (63%). These results are in line with those reported by Gené-Gil, Juan-Garau, and Salazar-Noguera (2012), Domalewska (2017), and Azlan and Narasuman (2013), and show that when students work autonomously, with no direct teacher's control, they readily tend to switch to their L1. As for the reasons why they code-switch, students' answers to question 14 of the questionnaire were considered; in fact, they were asked to select the main reasons why they switch to Italian during CLIL classes, out of a list of eight options.…”

“…Furthermore, the findings seem to suggest that, according to students' opinion, teachers code-switch mainly to explain or translate words that LE, 7, 2, 2018, 309-326 e-ISSN 2280-6792 students do not know (35%) and to highlight particularly important concepts (30%), as visualised in the figure below. As visualised above, teachers seem to be very much concerned with students' understanding of the content, especially in the case of particularly complex concepts, as reported by Lasagabaster (2013), Gené-Gil, Juan-Garau, Salazar-Noguera (2012), and Domalewska (2017). This is why they seem to use code-switching in particularly challenging situations, for example when there is a term or a concept which is particularly difficult to understand.…”

“…In fact, "the use of the first language, if judicious, can serve to scaffold language and content learning in CLIL contexts, as long as learning is maintained primarily through the L2" (Lasagabaster 2013, 17). This means that, if on the one hand, it can be accepted that students (especially low level ones) resort to their L1, on the other hand students should be constantly exposed to rich L2 input (Domalewska 2017), which means that the CLIL teacher should use the L2 as much as possible (Ricci Garotti 2006).…”

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

“…In other words, code-switching is created as the result of someone`s ability in mastering more than one language. Many scholars such as Lin (2013) and Domalewska (2017) explain that code switching is a condition when someone uses two languages and shifts to another language. By this definition we can define that code-switching is an event when a particular speaker in a certain language switch from one language to another language.…”

“…The other factor referred to the dominant language that a certain person may have. Domalewska (2017) asserts when the acquisition of L1 is stronger than L2, then there is a tendency for a certain person to switch to L1 in the current conversation. The other example as it is taken from Gulzar (2010) -the use of code-switching is aimed to avoid misunderstanding.…”