Justifying code switching through the lens of teacher identities: novice EFL teachers’ perceptions

Raman, Yağmur; Yiğitoğlu, Nur

doi:10.1007/s11135-017-0617-1

Cited by 8 publications

(11 citation statements)

References 46 publications

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“…Most of the previous studies integrated the functions of teacher's CS with other aspects such as reasons for CS (Hall & Cook, 2012), teachers' attitudes, (Horasan, 2014), teachers' ideologies (Sali, 2014), teachers' identities (Raman & Yiğitoğlu, 2018), and teachers' awareness of their CS (Grant & Nguyen, 2017).…”

Section: Functions and Practicality Of Teacher's Csmentioning

confidence: 99%

“…In contrast, they pointed at the potential reduction of the cognitive and metacognitive opportunities available to learners by excluding their first language from communication in L2 classrooms (Macaro, 2009). Most of the previous studies integrated the functions of teacher's CS with other aspects such as reasons for CS (Hall & Cook, 2012), teachers' attitudes, (Horasan, 2014), teachers' ideologies (Sali, 2014), teachers' identities (Raman & Yiğitoğlu, 2018), and teachers' awareness of their CS (Grant & Nguyen, 2017).…”

Section: Functions and Practicality Of Teacher's Csmentioning

confidence: 99%

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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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Section: Functions and Practicality Of Teacher's Csmentioning

confidence: 99%

Section: Functions and Practicality Of Teacher's Csmentioning

confidence: 99%

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

Adriosh

Razı

2019

Sage Open

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Section: Literature Reviewmentioning

confidence: 99%

“…In terms of the functions of code switching, there have been many studies conducted in bilingual, multilingual, ESL or EFL contexts (e.g., Sert, 2005;Iyitoglu, 2015;Greggio & Gil, 2007;Raman & Yigitoglu, 2018;Rukh, Saleem, Javeed & Mehmood, 2014;Zabrodjkaja, 2007;Ferguson, 2003Ferguson, , 2009. Ferguson (2003,2009) put forward a framework for the pedagogical functions of classroom codeswitching which includes: "(1) code-switching for constructing and expressing knowledge access, for scaffolding knowledge, explantaion of key L2 technical terms and mediation of L2 textbooks; (2) codeswitching for classroom management, for indicating a shift, managing students' behavior such as: motivating, disciplining, and praising them; and (3) code-switching for interpersonal relations to create more humanistic classrooms" (Cahyani, Courcy & Barnett, 2018, p.467).…”

Section: Literature Reviewmentioning

confidence: 99%

Code-switching in tertiary-level EFL classrooms: perceptions of teachers

Istifci

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study aims at examining the functions of 4 teachers' and their students' code-switching in tertiary-level EFL classrooms and the teachers' perceptions of code-switching. Data were collected by video-recording of the lessons of each teacher once a week and the classes were video-recorded in a three-week period. After transcribing video recordings of their lessons, the data were analysed qualitatively by finding the code-switching functions of teachers and students and finding if there are any similarities and differences between novice and experienced teachers' code-switching functions. Moreover, semi-structured interviews were also carried out with the teachers to get their perceptions of code-switching. Results of the study showed that teachers did not use code-switching most of the time in teaching, there were a few instances. Of these instances, some similarities and differences among teachers' and students' functions of code-switching, and also between novice and experienced teachers' use of codeswitching in classroom discourse were detected. Furthermore, interviews revealed that what the teachers do in the classroom in terms of code-switching and their perceptions on code-switching matched. Based on the results, some implications were mentioned in terms of the use of L1 in language classes.

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“…In terms of curriculum and subject matter, teachers of science (Lutovac & Kaasila, 2019;Murphy et al, 2017;Novelli & Ross, 2017), physical education (Fadale & Powell, 2017;Landi, 2018), arts (Kraehe, 2015) and most of all second languages (EFL) have been researched (Ahn, 2019;Aneja, 2016;Avalos-Rivera, 2019;Lieva, 2010;Liu & Xu, 2013;Loo, 2018;Pennington, 2016;Raman & Yiğitoğlu, 2018;Torres-Rocha, 2017;Trent, 2017;Wolf & de Costa, 2017). Although we studied many papers in this category, in terms of our STORIES OF TEACHERS' IDENTITY research project based on the field of humanities and an extensive body of literature in this field, we illustrate only the example of languages in this article.…”

Section: Subject-matter Portrayed In Teachers' Storiesmentioning

confidence: 99%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010-2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

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Justifying code switching through the lens of teacher identities: novice EFL teachers’ perceptions

Cited by 8 publications

References 46 publications

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

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

Code-switching in tertiary-level EFL classrooms: perceptions of teachers

Stories of Teachers’ Identity: Between Personal and Professional Experience

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