scholarly journals Teachers’ Code Switching in an EFL Context: Why and When?

2015 ◽  
Vol 3 (1) ◽  
pp. 54
Author(s):  
Mehdi Khonakdar ◽  
Seyed Jalal Abdolmanafi-Rokni
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Likert Scale ◽  
Code Switching ◽  
Efl Context ◽  
Language Classroom ◽  
Efl Teachers ◽  
Foreign Language Classroom ◽  
Efl Classrooms

<p class="Default"><em>English is considered in Iran as a foreign language because Iranians enjoy this language in academic centers like schools and universities; therefore, the reasons of enjoying code switching in EFL classes can be considered as a study. This study was an attempt to investigate Iranian EFL teachers’ reasons for code switching in Iranian EFL classes by sixty Iranian teachers who teach English as a foreign language. This article, although preliminary in nature, attempted to highlight and explain some of the functions of code-switching in the foreign language classroom. In short, this study has been made to investigate the trends of code-switching in Iranian EFL classrooms. A questionnaire was adopted from Gulzar (2010) to know the reasons and functions toward code switching in EFL classes. Nine most important functions toward code switching were asked of the teachers to state their functions based on the Likert scale. The results showed that teachers have different reasons and functions for code switching in EFL classes. The reasons why code switching is used dependson different reasons such as time, syllabus, and subject matter and so on.</em></p>

scholarly journals Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

scholarly journals La commutazione di codice nel parlato dell’insegnante di inglese come lingua straniera Uno studio di caso

2021 ◽  
Author(s):  
Mariagrazia Palumbo
Keyword(s):  
Observational Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Code Switching ◽  
Review Of The Literature ◽  
Positive Effects ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Relationship

In the current study, code-switching is analysed in the context of an English as a Foreign Language class. Following a brief review of the literature on the relationship between code-switching and language teaching, an observational study involving forty-one students in two classes is presented. The analysis is based on class observations, duly recorded and transcribed, and on two questionnaires completed by students and their teacher. Results reveal some positive effects of code alternation in the English as a foreign language classroom.

scholarly journals Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

2018 ◽  
Vol 42 ◽  
pp. 00034 ◽  
Author(s):  
Sondang Pondan Perlindungan Leoanak ◽  
Bonik Kurniati Amalo
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Code Switching ◽  
Teaching English ◽  
School Teachers ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

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