Arabic-English Code-Switching as a Medium of Instruction in TEFL in Mosul University: A Sociolinguistic Analysis

2018 ◽  
Keyword(s):  
Code Switching ◽  
Medium Of Instruction

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 FUNCTIONS OF CODE SWITCHING IN AN ENGLISH CLASS

2016 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Semi Sukarni
Keyword(s):  
High School ◽  
Student Interaction ◽  
Code Switching ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Func Tions ◽  
Teacher Student ◽  
The World ◽  
Field Notes ◽  
Class Room

<p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p><p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p>

scholarly journals CODE-SWITCHING AND CODE-MIXING PRACTICES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) COURSES

2020 ◽  
Vol 8 (2) ◽  
pp. 95-101
Author(s):  
Liza Putri ◽  
Herly Nurrahmi ◽  
Akhmad Guntawan
Keyword(s):  
Language Policy ◽  
Qualitative Method ◽  
Code Switching ◽  
English For Specific Purposes ◽  
Medium Of Instruction ◽  
Language Practice ◽  
Code Mixing ◽  
Code Choice ◽  
Actual Use

This study focuses on the practices of the ESP (English for Spesific Purposes) lecturer and students toward code-switching and code-mixing (CS/CM) in the class activity. The study used descriptive qualitative method in the research. In collecting the data, the researcher shared some questionnaires and did interviews and observation. It provides the clear findings of the actual implementation of the institutional language policy on the medium of instruction in the classroom. CS/CM in both Indonesian and English languages emerged as the lecturer’s code choice in the classroom instruction. Such language practice seems not to only have undermined the role of English as the stipulated medium of instruction, but also underestimated the speech behaviour of bilinguals. It causes the conflict between the language policy and the actual use of English and Indonesian in the classroom.

scholarly journals Code Switching as a Medium of Instruction in an EFL Classroom

2012 ◽  
Vol 2 (11) ◽  
Author(s):  
Soodeh Hamzehlou Moghadam ◽  
Adlina Abdul Samad ◽  
Elham Rahmani Shahraki
Keyword(s):  
Code Switching ◽  
Medium Of Instruction

scholarly journals The Code-Switching Phenomenon during Oral Presentations among the Business Programme Students

2021 ◽  
Vol 9 (5) ◽  
pp. 85-100
Author(s):  
Frankie Subon ◽  
Siti Sarah Mohd Tarmim
Keyword(s):  
International Business ◽  
Private University ◽  
Bachelor's Degree ◽  
Code Switching ◽  
Higher Learning ◽  
Future Research ◽  
Medium Of Instruction ◽  
Institutions Of Higher Learning ◽  
Switching Phenomenon ◽  
Oral Presentations

In Malaysia, English as a second language is used as a medium of instruction in most institutions of higher learning. Although it is compulsory to use English as a medium of instruction for all academic programmes, code-switching is still prevalent in the classroom for instance during an oral presentation. This phenomenon is also common among the students in the bachelor’s degree in International Business (BIB) at a private university in Selangor, Malaysia that became the context of this study. Hence, this research aimed to explore the BIB students’ perceptions on the utilisation of code-switching during oral presentations, and to identify the frequency of its usage in their speech. The participants of this study were 203 students from the Faculty of Business Management and Professional Studies (FBMP) of a private university in Selangor, Malaysia, who are currently doing their bachelor’s degree in International Business. The research instrument employed was a questionnaire that was accessible through a google form link by all the 203 students. Descriptive statistics were run to analyse the data collected. The findings of this study revealed that the students perceived positively the use of code-switching during oral presentations. Majority of them agreed that they code-switched to overcome their lack of proficiency in English such as limited vocabulary, and to ease their oral presentations. Most of the students admitted they frequently code-switched during oral presentations. From these findings, important implications and recommendations for future research were elucidated.

scholarly journals Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia

2018 ◽  
Vol 3 (2) ◽  
pp. 111
Author(s):  
Lingga Agustina Suganda ◽  
Bambang A Loeneto ◽  
Zuraida Zuraida
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Classroom Context ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Competence ◽  
Language Context

This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

Code-Switching in Mathematics Classroom: Relationship between Students’ Attention and Attitude and their Learning Success

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Khairul Firhan Yusob ◽  
Asyura Abd Nassir ◽  
Nor Habibah Tarmuji
Keyword(s):  
Significant Relationship ◽  
Mathematics Classroom ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Learning Satisfaction ◽  
Learning Success ◽  
Classroom Lesson ◽  
The Relationship

Issues involving code-switching have been widely discussed in many studies. Nevertheless, studies on the relationship between students’ preferences of code-switching and their learning satisfaction in content subjects have been scarce. Using mathematics (math) classroom lesson, this paper aims to see the relationship between students’ preferences of code-switching and their learning satisfaction used in the math classroom. This study took place in a university which English is regarded as the medium of instruction. It involved 100 students from different faculties as respondents. They were asked to answer a set of questionnaires and using SPSS, their response was correlated with their satisfaction in learning math. The findings highlighted a significant relationship these two variables have.

scholarly journals Instructional DVD video lesson with code switching: its effect on the performance level in dancing social dance among grade 10 special program in the art students of the Philippines

2017 ◽  
Vol 5 (1) ◽  
pp. 118-126
Author(s):  
Fernando T. Capilitan
Keyword(s):  
English Language ◽  
The Philippines ◽  
Code Switching ◽  
Control Group ◽  
Medium Of Instruction ◽  
Special Program ◽  
Art Students ◽  
Social Dance ◽  
Video Lesson ◽  
Experimental Group

Abstract This paper shows that the experimental group who are exposed to DVD Video Lesson that uses code switching language has an average mean score in the pretest of 1.56, and this increased to an average mean of 3.50 in the posttest. The control group that uses DVD Video Lesson that uses purely English language got an average mean of 1.06 in the pretest and increased to 1.53 in the posttest. Based on the results of the performance posttest taken by the two groups, the experimental group has a dramatic increase in scores from the pretest to posttest. Although both groups had increased in their performance scores from pretest to posttest, the experimental group (code switching language) performs well in the posttest than the control group. As revealed in this findings , there is a significant difference in the posttest scores between the experimental group who are exposed to DVD lesson that uses code switching as a medium of instruction and the control group who are exposed to DVD lesson that uses English. The students who are exposed to the Video Lesson that uses code switching perform well than those students who are exposed in DVD video lesson that uses purely English language. DVD Video lesson that uses code switching as a medium of instruction in teaching social dance is the useful approach in teaching Grade 10 Special Program in the Art students. The language used (code switching) is the powerful medium of instruction that enhances the learning outcomes of the students to perform well. This paper could be an eye opener to the Department of Education to inculcate the used of first language/local language or MTB-MLE, not only in Grade I to III but all level in K to 12 programs, since education is a key factor for building a better nation.

scholarly journals The impact of English as medium of instruction on the academic performance of second language learners in the Further Education and Traning band at schools in KwaZulu-Natal

2012 ◽  
Author(s):  
◽  
Rajendren Sabapathy Dorasamy
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Further Education ◽  
Code Switching ◽  
Target Language ◽  
Medium Of Instruction ◽  
English Second Language ◽  
The Impact

This study, in adopting a phenomenological approach, provides an overview of the contextual realities surrounding language choice and usage as it impacts on the academic performance of English second language learners. There have been concerns that the majority of learners with indigenous mother tongues can be seen to fare badly in a post liberation educational system in which English or Afrikaans is still used as medium of instruction. The focus of this study was therefore the impact of English as the medium of instruction on the academic performance of English second language learners. Using a mixed method approach, through a case study, data from questionnaires, interviews and observations were analysed using various statistical packages and the findings were reported on. It was established that it was not so much the language per se which had a negative impact on the academic performance of English second language learners: it was rather the efficacy of usage of the chosen language and other periphery issues in the formal environment, such as lack of interactions with target language speakers, code-switching, and teacher competence, which resulted in the poor academic performance of English second language learners. Furthermore, it was also established that the informal environment, consisting of learners’ culture and traditions, family educational qualifications, absenteeism and appropriate resources at home and community libraries, which also had a negative impact on academic performance. It was therefore recommended that, amongst other things, the Language in Education Policy be amended to provide for more opportunities for learner interaction with the target language. Furthermore, given that the efficacy of education is contingent upon the competence of the teachers, relevant skills and competencies among teachers should be developed to enhance their performance in class. It was also found that code-switching was counterproductive to learning the target language, thus holding back ESL learners’ acquisition of content knowledge. As such, code-switching should be used very restrictively, if at all, in the Further Education and Training phase. It was also recommended that necessary lexicons and registers of the indigenous languages be developed sufficiently so that these are worthy of use as media of instruction, without necessarily being seen as a replacement of English as medium of instruction. There should also be greater involvement of all stakeholders in the choice of and availability of resources which are relevant to the context of learners. Other issues requiring intervention from a broader stakeholder involvement include iii interdepartmental integration to alleviate poverty, and provision of transport so that learners might report regularly and timeously to school, thus reducing absenteeism. The solution to improving learner academic performance requires concerted and co-ordinated inter-governmental, community and other stakeholders’ effort and the necessary will of the government to ensure that learners receive quality education.

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