Teachers’ Code-Switching in Classroom Instructions for Low English Proficient Learners

Ahmad, B. H.; Jusoff, Kamaruzaman

doi:10.5539/elt.v2n2p49

Cited by 111 publications

(158 citation statements)

References 6 publications

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“…Aguirre (1988), Hudelson (1983) and Olmedo-Williams (1983) found Code Switching to be an effective teaching and communicative technique which could be used among bilingual learners. Ahmad and Jusoff (2009) results revealed that learners had a positive perception about their teachers' Code Switching in English Language Teaching.…”

Section: Introductionmentioning

confidence: 76%

Can Code Switching Enhance Learners’ Academic Achievement?

Simasiku¹,

Kasanda²,

Smit³

2015

ELT

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There has been a high failure rate of Grade 10 learnersin the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools in the Caprivi Education Region. The study found that teachers perceived Code Switching as enhancing academic achievement because it enhanced learners' learning of the English language, improved the way learners answered questions, and that it enhanced teaching and learning of English as a second language. It is believed that learners would be actively involved in their learning, understand the subject matter better and the difficult English concepts would be better interpreted by learners in the language that they fully understand.

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Section: Introductionmentioning

confidence: 76%

Can Code Switching Enhance Learners’ Academic Achievement?

Simasiku¹,

Kasanda²,

Smit³

2015

ELT

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“…They mentioned code switching means the speakers use L1/L3 words with L1/L3 pronunciation in L2 speech; this may involve stretches of discourse ranging from single words to whole chunks even complete turns. [8] supported code switching strategy was believed as effective strategy in English language classroom when dealing with low English proficient learners.…”

Section: Responsesmentioning

confidence: 99%

Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018

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Abstract. In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

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“…Sert (2005) says that teachers use code switching in order to build solidarity and intimate relations with the students. A study by Ahmad in 2009 shows that code switching used in the class can function as affective aspect helps learners to enjoy their learning due to their ability to comprehend the teachers' input. The comprehensible input also allowed them to feel less stressful and to become more comfortable to learn.…”

Section: The Use Of Code Switching As the Classroom Languagementioning

confidence: 99%

“…The comprehensible input also allowed them to feel less stressful and to become more comfortable to learn. Once the students are comfortable with the environment, without any unnecessary anxiety, the learners are able to focus and participate in classroom practice and activities more successfully (Ahmad, 2009). Third, code switching has a repetitive function.…”

Section: The Use Of Code Switching As the Classroom Languagementioning

confidence: 99%

Code Switching in the Instructions of English Language Education Study Program Lecturers

Mukti

Muljani

2016

LLT

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Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not students' first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers' instructional languages was mainly for the students' understanding.

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Teachers’ Code-Switching in Classroom Instructions for Low English Proficient Learners

Cited by 111 publications

References 6 publications

Can Code Switching Enhance Learners’ Academic Achievement?

Can Code Switching Enhance Learners’ Academic Achievement?

Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

Code Switching in the Instructions of English Language Education Study Program Lecturers

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