scholarly journals Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia

2019 ◽  
Vol 3 (14) ◽  
pp. 634
Author(s):  
Y Zainil
Keyword(s):  
Code Switching ◽  
Pedagogical Practices ◽  
Efl Classrooms

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scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals A STUDY OF TEACHERS AND STUDENTS’ CODE SWITCHING IN EFL CLASSROOMS SETTING

2018 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Muslim Muslim ◽  
H Sukiyah ◽  
Arif Rahman
Keyword(s):  
Code Switching ◽  
Target Language ◽  
Classroom Observations ◽  
Audio Recording ◽  
New Words ◽  
English Classes ◽  
Teachers And Students ◽  
Field Notes ◽  
Efl Classrooms

This study aims to investigates a phenomenon of bilingualism in which the use of Target language (English) is switched to target Indonesia, known as code switching (CS). More specifically, the study focuses on the types of CS and the functions of CS in EFL classrooms setting. The data were obtained from classroom observations through audio recording and field notes from two different English classes. The finding reveals that both the teachers and the students employed three types of CS: inter-sentential, tag-switching, and inter-sentential switching in different contexts. Furthermore, the different frequency of CS functions employed by teachers and students’ occurs both in two classes for two reasons: for social and pedagogical functions. Socially, CS in this study served as (1) conveying teacher’s admonition, (2) requesting for help, (3) helping other students, (4) commenting on the students’ unsatisfactory answers, and (5) building unofficial interaction among the students. Pedagogically, CS served to (1) explain or repeat ununderstandable utterances which has been said previously in order to help students understand it, (2) check the students’ understanding to the new words or expression introduced in the lesson, (3) translate sentence when students learn about grammatical features (4) repair self mistakes, (5) clarify teachers’ misunderstanding, and (6) initiate a question.

Conversational aspect of code-switching: using repair in EFL classrooms

2014 ◽  
Vol 5 (3) ◽  
pp. 210-218
Author(s):  
Damira Akynova ◽  
Sholpan Zharkynbekova ◽  
Atirkul Agmanova ◽  
Sholpan Kakzhanova ◽  
Zhanna Kuzar
Keyword(s):  
Code Switching ◽  
Efl Classrooms

Code Switching in EFL Classrooms: A Bangladeshi Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 924
Author(s):  
Md. Obaidullah
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Pedagogical Issues ◽  
Common Phenomenon ◽  
English As Foreign Language ◽  
Efl Classrooms

Code switching (CS) in classrooms, especially in bilingual classes, is a common phenomenon. This paper tends to expose the plausible reasons behind the application of first language (L1) in English as Foreign Language (EFL) classrooms where English is considered the medium of instruction in all spheres of pedagogical issues. Another important aspect of this study is to reveal the perception of both students and teachers towards their CS to L1. The findings of this survey show that a switch to L1, whether initiated by the teachers or the students, makes the lesson or topic discussed in the class more comprehensible.

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals INVESTIGATING IRANIAN EFL LEARNERS’ ATTITUDES TOWARD TEACHERS’ CODE SWITCHING

2016 ◽  
Vol 3 (1) ◽  
pp. 5-14
Author(s):  
SEYED J. ABDOLMANAFI ROKNI ◽  
MEHDI KHONAKDAR
Keyword(s):  
Language Teaching ◽  
Code Switching ◽  
Efl Learners ◽  
Efl Classrooms ◽  
Attitudes Toward Teachers

Code switching is defined as change in language teaching to help learners understand the EFL points. Code switching can be enjoyed at different times in the EFL classes by the teachers and may be as a safe help to understand and comprehend the points and materials. The present paper is to analyze and study the Iranian learners’ attitudes toward teachers’ code switching in EFL classrooms. The researchers enjoyed a questionnaire adopted from a study done by Yao (2011). The questionnaire had 20 items in different topics. The learners’ attitudes toward the questionnaire’s items were stated in percentage form. The findings showed that most of the learners had a positive look toward code switching by their teachers because some EFL points are really difficult to understand and it is better to change the language of teaching and help learners achieve the EFL points.

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