Why that, in that language, right now? Code-switching and pedagogical focus

Üstünel, Eda; Seedhouse, Paul

doi:10.1111/j.1473-4192.2005.00093.x

Cited by 160 publications

(131 citation statements)

References 24 publications

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“…Many studies found that CS to students' L1 in the L2/ESL/EFL served hybrid useful functions that expand negotiation, understanding and hence interaction in the classrooms. CS in ESL classrooms might be considered an interactional resource that is used by both teachers and students in the process of reaching a native like competence in ESL/L2 (Ustunel and Seedhouse, 2005). Awad El Karim (2003) in Sudan found that, contrary to the general belief, CS is an actively positive and effective strategy in discourse.…”

Section: Literature Reviewmentioning

confidence: 99%

Code Switching as an Interactive Tool in ESL Classrooms

Magid¹,

Mugaddam²

2013

ELR

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This study addresses the role of code switching to students' L1 (Arabic) in their ESL classrooms and whether it expands interaction in these classrooms. The gap perceived in this area needs to be addressed towards the domains of sociolinguistics and applied linguistics in the ESL classrooms teaching environment. Henceforth, this study draws on data collected from basic, secondary and college ESL classrooms in the Sudan and Saudi Arabia. The study incorporates various data gathering procedures: audio-taped spoken data of some ESL classrooms, questionnaire and semi-structured interviews. The data has been analysed by descriptive statistics. The findings generally indicate that CS has been used extensively, purposefully and functionally as part and parcel of ESL classrooms' discourse. The overall findings suggest that, although the use of L1 has been criticized in the existing literature, yet it has been admitted by ESL teachers, showing that L1 use is unavoidable at basic, secondary and tertiary level in the Sudan and Saudi Arabia. In classrooms where both students and teachers share the same L1, there is a great tendency for using it in the fields of explaining meaning and difficult words, guiding interpretation, transmitting lesson content, illustrating grammatical rules, organizing ESL classrooms and praising and encouraging students. Thus, L1 has been found useful in expanding the interactions of ESL classrooms towards facilitating ESL learning process. The study also calls for sensitizing both teachers and students about the helpful uses of CS. Therefore, syllabi and methods of teaching ESL should incorporate CS in an occasional and judicious way.

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Section: Literature Reviewmentioning

confidence: 99%

Code Switching as an Interactive Tool in ESL Classrooms

Magid¹,

Mugaddam²

2013

ELR

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“…It also emphasizes holistic and learner-centred teaching. It is not surprising then that they [13] support the importance of teacher-initiated and teacher induced code-switching and its relationship to pedagogical focus. This study set out to learn more about the perceptions of the teachers about their use of code-switching while they try to manage their classrooms.…”

Section: The Role Of Language Teachersmentioning

confidence: 99%

The Perceptions of EFL Teachers on the Impact of the Usage of Code-Switching in EFL Classroom Management

Yiltanlilar¹,

Caganaga²

2015

OALib

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This study aims to investigate university level language teachers' views on how their usage of code switching affects their classroom management in EFL classes. This study is conducted in Turkish setting, which is Cyprus and especially at the European University of Lefke. The participants are selected randomly from the same university and they are the members of the English Preparatory School. They were asked to write five daily reports during one week and they were interviewed for 30 minutes. In order to reach a valid and reliable data, two data collection methods were chosen, which were reflective reports and interview; hence, the nature of the current study was qualitative. In other words, cross-case analysis was used to examine and identify common themes between cases. This study lasted three months; therefore, it was not a longitudinal work, so this research was limited and needed further inquiry. In Cyprus EFL classes, code-switching should be considered and investigated more in classroom management. It is revealed that there is a need to raise EFL teachers' awareness on when and when not to use code-switching. There are certain ways to promote code-switching in EFL classes and there are by providing more seminars, workshops and organizational meetings weekly or monthly.

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“…Studies found that code switching to students' L1 in the ESL classroom served hybrid useful functions that expand negotiation, understanding and hence interaction in the classrooms. Code switching in ESL classrooms might be considered an interactional resource that is used by both teachers and students in the process of understanding each other (Ustunel and Seedhouse, 2005). Awad El Karim (2003) in Sudan found that, Code switching is an actively positive and effective strategy in classroom discourse.…”

Section: Code Switching As a Communicative Strategy In Esl Classroomsmentioning

confidence: 99%