The Students’ Beliefs on using Code-Switching in the ESL Classrooms

Razak, Samihah Ab; Shah, Parilah M.

doi:10.6007/ijarbss/v10-i2/6918

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…From the dataset, it is noticeable that the above linguistic occurrence transpired to a varying degree both oral and written forms with documented purposes and functions in ESL context. According to Razak & Shah (2020) codeswitching in ESL classrooms has positive impact used as a strategy to acquire the target language which is also one of the salient points of the current study. In fact, students code-switch for non-linguistic purposes such as establishing rapport and interpersonal relationships as well as maintaining the line of communication without disruption to circumvent any sort of conflict or misinterpretation (Hussein, et al, 2020).…”

Section: How Prevalent Is Codeswitching On Subjects With English As A...mentioning

confidence: 88%

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Estremera

Gilbas

2022

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Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.

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Section: How Prevalent Is Codeswitching On Subjects With English As A...mentioning

confidence: 88%

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Estremera

Gilbas

2022

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“…As a result, they offered suggestions for how to include some aspects of native languages in educational classroom instruction. Some literature indicated that the switching of codes improves learning and instruction in academic subjects (Hussein, Saed & Haider 2020;Kusumo Adi & Ambarini 2022;Murtiningsih et al 2022;Razak & Shah 2020). Teachers frequently establish an accepting atmosphere for communicating with learners of the English language in the senior phase even if they frequently employ code-switching to teach substantive subjects in the educational setting.…”

Section: Empirical Literaturementioning

confidence: 99%

Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district

Seabela,

Ncanywa

2024

African Journal of Teacher Education and Development

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Background: The notion that teaching content subjects in schools utilising code-switching as a pedagogical approach contributes positively to academic achievements is well documented.Aim: This article demonstrates the effectiveness of code-switching as a pedagogical practice for senior-phase teachers teaching content subjects in some selected schools of the OR-Tambo education district.Setting: The study was conducted in three semi-rural schools in the Eastern Cape province.Methods: The study utilised a mixed-method research approach in three public schools. Participants were purposefully selected. Thematic content analysis was used to interpret the results.Results: The findings of this study indicated that teachers’ frequent use of code-switching during the senior phase teaching of the English language is a norm in a classroom. At the same time, learners were frustrated to learn the content subjects in English. Moreover, poor learner academic background affects their academic performance in the content subjects. The study reveals a notable lack of pedagogic support for teachers from officials in the Department of Education as well as a sizable component of the school administration team.Conclusion: The use of code-switching is a useful tool to improve the effectiveness of teaching and learning in senior-phase lessons.Contribution: The study recommends that teachers and learners be encouraged to use code-switching, especially when dealing with difficult material to be taught in English. The study recommends that the Department of Education conduct extensive workshops on professional growth. This all-encompassing strategy might seek to strengthen the senior phase classroom, creating a lively and encouraging atmosphere for teachers and learners alike.

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The Students’ Beliefs on using Code-Switching in the ESL Classrooms

Cited by 2 publications

References 5 publications

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district

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