scholarly journals Teachers’ code-switching in English as a Second Language (ESL) instruction: Perceptions of selected secondary school learners in Zimbabwe

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rugare Mareva
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Teaching And Learning ◽  
Boarding School ◽  
Qualitative Inquiry ◽  
Code Switching ◽  
Esl Teachers ◽  
English Only ◽  
Normative Models ◽  
Esl Instruction

<div><p><em>The study explored perceptions of secondary school learners of English on code-switching by teachers in the teaching of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed focus group discussions with groups of ten Form One and ten Form Three English learners per school. Results show that from the perspective of the learners, their ESL teachers code-switched from English to the learners’ L1 as a teaching and learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative functions.  The majority of the learners expressed an appreciation of their teachers’ code-switching but there were also negative sentiments. The study recommends that language policy planners revisit the English-only policy in the school and consider adopting the endo-normative rather than the exo-normative model of English for the education system. The study also recommends that the Ministry Education should hold workshops to sensitise teachers on how code-switching may best be employed as an instructional tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on code-switching. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.</em></p></div>

scholarly journals Teaching ‘Standard English’ or local, code-switched New Englishes in schools in ‘Outer Circle’ countries? Insights from selected secondary school teachers of English in Zimbabwe

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rugare Mareva ◽  
Phyllis K. Kaburise ◽  
Ernest K. Klu
Keyword(s):  
Secondary School Teachers ◽  
Boarding School ◽  
Code Switching ◽  
Standard English ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
Local Variety ◽  
Local Code ◽  
Normative Models ◽  
The Relationship

<div><p><em>The study investigated the English as a Second Language (ESL) teachers’ perceptions on the relationship between code-switching and emerging varieties of English called New Englishes, as well as the teachers’ perceptions on the teaching of such local varieties of English. The inquiry adopted a qualitative research paradigm and focused on two purposively sampled secondary schools comprising one rural day, and one urban boarding school. Four ESL teachers were interviewed (two teachers per school). The inquiry revealed that there was unanimous agreement among the four teachers that there is a relationship between code-switching and New Englishes.  In addition, two of the teachers expressed the view that there is nothing wrong with teaching the local variety of English in the schools, while the other two said they preferred the teaching of Standard English.The study recommends that language policy planners in Zimbabwe consider adopting a balance of the endo-normative and the exo-normative models of English for the education system. Such a model, while acknowledging the importance of Standard English, would not undermine the importance of the local variety of English. In addition, the inquiry recommends that the Zimbabwe School Examinations Council (ZIMSEC) be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on the perceptions of ESL teachers on the teaching of Standard English and New Englishes in school types which were not included in the sample for the present study.</em></p></div>

scholarly journals Learners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rugare Mareva
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
Qualitative Inquiry ◽  
Code Switching ◽  
Learning Tool ◽  
School Teachers ◽  
Social Functions ◽  
English Only ◽  
Esl Learners

<div><p><em>The study investigated the perceptions of secondary school teachers of English on code-switching by learners in the learning of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed interviews with four teachers from the two schools.  Results show that from the perspective of the teachers, their ESL learners code-switched from English to the learners’ L1 as a learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative and social functions. The teachers expressed an appreciation of their learners’ code-switching but there were also negative sentiments. The study recommends that language policy planners revisit the English-only policy in schools and consider adopting the endo-normative rather than the exo-normative model of English for the education system. The study also recommends that the responsible Ministry should hold workshops to sensitise teachers on how code-switching may be tolerated and exploited as a language learning tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on whether or not to allow their learners to code-switch. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.</em></p></div>

scholarly journals Code-Mixing and Code Switchingin The Process of Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Boarding School ◽  
Code Switching ◽  
Learning Activities ◽  
Original Language ◽  
Code Mixing ◽  
Third Person

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.   

scholarly journals Code-switching in Malaysian Classroom as the Microcosm of Society in Socio-cultural Context

2020 ◽  
Vol 4 (2) ◽  
pp. 135
Author(s):  
Caesar DeAlwis
Keyword(s):  
Second Language ◽  
Cultural Context ◽  
English Language ◽  
Code Switching ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Only ◽  
Language Classrooms ◽  
Multilingual Societies ◽  
Data Collection Technique

Teaching English as a second language is distinctive because of its specific needs. Facing a competitive market, students from young need to acquire communicative skills in English for future studies and employment. However, outside the classroom, it is no longer just a norm for multilingual societies to code- switch but rather code–switching has become a part of their unique speech style. As such in the teaching service, ESL teachers may not be able to isolate themselves from such a social norm. The question of whether English language teachers should code-switch in the classrooms has been much debated with mostresearchers maintained that teachers who code-switch, may end up invalidating the second language of students. Cases of students having low level of English proficiency to understand a teacher’s input or students too reluctant to participate in learning because they feel incompetent in the English language classrooms are common concerns to all ESL teachers. Therefore, should the ESL teachers code-switch to make them understood? Or should the English only policy be used and different from the wider multi-cultural linguistic environment? The data collection technique used in this study was audio recording and unstructured interview with 10 TESL teachers, teaching in Sarawak, Malaysia. The perceptions of ESL teachers who generally suggest that code-switching is a common phenomenon and not interference in ELT are pertinent issues to be discussed.

scholarly journals Code Switching in ESL Teaching at University Level in Pakistan

2020 ◽  
Vol 13 (8) ◽  
pp. 63
Author(s):  
Muhammad Younas ◽  
Muhammad Afzaal ◽  
Uzma Noor ◽  
Samina Khalid ◽  
Swaleha Naqvi
Keyword(s):  
Native English Speakers ◽  
Code Switching ◽  
English Speakers ◽  
Esl Teachers ◽  
Proper Nouns ◽  
Code Mixing ◽  
Communicative Strategy ◽  
Esl Instruction ◽  
Esl Learners ◽  
The Impact

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

scholarly journals Code-switching in English Language Education: Voices from Vietnam

2016 ◽  
Vol 6 (7) ◽  
pp. 1333 ◽  
Author(s):  
Nhan Trong Nguyen ◽  
Peter Grainger ◽  
Michael Carey
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Language Teachers ◽  
English Only ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Competence

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

scholarly journals Languge Hybrid; Code Switching and Code Mixing by Students of Islamic Secondary School in Banyuwangi

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Ulfa Gusnaini ◽  
Rina Mahdiyana ◽  
Devinia Hepdian Syafitri
Keyword(s):  
Secondary School ◽  
Boarding School ◽  
Spoken Language ◽  
Code Switching ◽  
Code Mixing ◽  
Communication Function ◽  
Hybrid Code ◽  
Observation Method ◽  
The Right

Code-switching and Code-mixing are commonly treated as a phenomenon of the spoken language, and in linguistics referring to using more than one language in conversation.  This research is done in Al-Kautsar Modern Female Islamic Boarding School (PPMP Al-Kautsar) Srono, Banyuwangi with the participant are all of Al-Kautsar students. This research using the observation method. The steps for analysis are first, the researchers collected notes and transcripts. Second, each data are labeled. Third, all codes identified so that the results are obtained. The entire code mix/switching founded are included as interstitial code mix/switching. There are several factors in using Code-switching and Code-mixing. The first is because of the habit of adding certain phrases such as what is? as the replacement of certain words or phrases. The second is the lack phase of finding the right words from Indonesian, Javanese, or Arabic into English considering the conversation is expected to keep running. From the observation, it is known that the phenomena of code mix/switching are occurred to smooth the communication function.

scholarly journals Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

2020 ◽  
Vol 5 (12) ◽  
pp. 280-287
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Suwanto
Keyword(s):  
Technology Integration ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Cluster Sampling ◽  
School Teachers ◽  
Esl Teachers ◽  
Use Of Technology ◽  
Attitudes Towards Technology ◽  
Teachers Attitudes

Technology integration in teaching and learning activities has become one of the debatable issues among educators in recent years, especially since many countries have invested a large portion of their yearly budgets on technologies in education. As one of the developing countries, Malaysia has also spent millions and planned many programs and strategies to increase the technology integration level of teachers in schools. Despite that, the level of technology integration among teachers in Malaysia still needs a lot of improvement, especially in teachers' attitudes. This study examined English as a Second Language (ESL) teachers’ attitudes towards the use of technology in the teaching of English at secondary schools in Sabah. This is crucial to assist in planning for any future programs or trainings by the relevant authorities. The study applied quantitative method and used cluster sampling to choose participants which comprised 100 of ESL secondary school teachers in Sabah Findings of the study disclosed that ESL secondary school teachers in Sabah have positive beliefs and attitudes towards technology integration.

scholarly journals Code-Mixing and Code Switchingin The Process of Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Boarding School ◽  
Code Switching ◽  
Learning Activities ◽  
Original Language ◽  
Code Mixing ◽  
Third Person

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.   

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