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 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 PROMOTING LEARNER AUTONOMY IN AN ESL CONTEXT IN PAKISTANI UNIVERSITIES: A TEACHERS’ PERSPECTIVE

2021 ◽  
Vol 9 (3) ◽  
pp. 1048-1055
Author(s):  
Asma Kashif Shahzad ◽  
Akifa Imtiaz ◽  
Tahira Asgher
Keyword(s):  
English Language ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Esl Teachers ◽  
Language Classrooms ◽  
University Level ◽  
Teachers Perspectives ◽  
The University

Purpose of the study: The present research aims to study the effectiveness of using learner autonomy in English language classrooms at the university level from teachers' perspectives. The study seeks to determine what roles can be performed by the language teachers while fostering learner autonomy at the university level. Methodology: The study is descriptive and qualitative. The data has been collected with the help of a structured interview. The researchers prepared a list of questions to collect data from the interviews with 19 ESL teachers. The respondents are from the five universities of South Punjab. The interviews are recorded and transcribed and further analysed in terms of thematic categories discussed with the teachers. Main findings: The research explores a great deal of awareness of the concept of learner autonomy among university teachers, which they use indirectly or directly in their classroom teaching. The teachers discuss many roles they can perform to develop and use autonomy in the English language classroom. They express that practising autonomous learning in an ESL context could result in learning the English language more naturally and effectively. Application of this study: The present study contributes to using and developing learner autonomy in an ESL context. It would be an inspiration to research and explore more avenues of systematic inquiry in the field it deals with. The pedagogical implication of the study is that it would help ESL teachers practice the concept in their classroom teaching effectively. Novelty/Originality of this study: Most of the studies found in the field of learner autonomy are learner-centered. our research explores the phenomenon from the viewpoint of language teachers. The study focuses on the effectiveness of learner autonomy perceived by the teachers. It further records the teachers' opinions about what role(s) they can perform to practice it in the classroom.

Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263

2016 ◽  
Vol 8 (5) ◽  
pp. 40
Author(s):  
Tevedzerai Gijimah ◽  
Collen Sabao
Keyword(s):  
Second Language ◽  
English Language ◽  
Code Switching ◽  
Communication Strategy ◽  
Indigenous Languages ◽  
Soap Operas ◽  
Class 1 ◽  
Multilingual Societies ◽  
Linguistic Behaviour ◽  
Communicative Impact

<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>

scholarly journals First Language Interference and Form Focused Instruction

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Shafaq Fayyaz ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Native Teachers ◽  
English Language Teachers

<em>This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning. </em>

scholarly journals The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development

2019 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Suna Altun
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Teacher Identity ◽  
English Language ◽  
Code Switching ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Language Classrooms ◽  
Past Experiences

This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.

scholarly journals Utilizing Smartphones to Enhance Students ‘Learning of English Language

2021 ◽  
Vol 9 (7) ◽  
pp. 67-76
Author(s):  
S. Subha ◽  
Dr S Diravidamani
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Second Language Learners ◽  
Smart Phone ◽  
Language Teachers ◽  
Smart Phones ◽  
Language Classrooms ◽  
Learning English

Technology plays a momentous role in almost all the fields mainly far –reaching in educational field. It provides creative freedom, endless resources and learning materials. In the current scenario, students engage themselves in the recent technological advancements which not only kill their time but also entertain them all the time. So, the Teachers can take up these technological tools in their hands to inculcate English language to the younger generation instead of following the traditional method of teaching. Now-a-days, Smart phones have reached all the hands in the world including the rural people and made everything easier. By using   smart phones effectively in Language classrooms, English language teachers can provoke interest among the non –native learners in learning English Language. Smart phone is a tool which presents visually attractive materials to the students that would be very much appealing to the second language learners. Through this, the four basic communication skills (LSRW Skills) of the second language learners can be enriched and refined .Thus, this paper predominantly focuses on the  pros and cons of using smart phones in learning English  based on the feedback  accrued  from the undergraduate students .

Refusal and Politeness Strategies of Malay Speakers of English As A Second Language

2019 ◽  
Vol 3 ◽  
Author(s):  
Norma Saad ◽  
Siti Jamilah Bidin ◽  
Ahmad Affendi Shabdin
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teachers ◽  
Human Communication ◽  
University Selection ◽  
Politeness Strategies ◽  
Linguistic Behaviour ◽  
Linguistic Behavior ◽  
Refusal Strategies

Politeness is an essential part in human communication. It plays a pivotal role in establishing and maintaining good relationships and social harmony. It is reflected by linguistic and non-linguistic behavior through which we indicate that we take others’ feelings of how they should be treated into account.  The present study investigated the application of politeness strategies through the linguistic behaviour of twelve Malay English as a second language (MSE) undergraduate students when refusing their higher status interlocutor’s scholarship offer to pursue their studies at an overseas university. Selection of participants was based on a purposive sampling and on the students’ MUET results.  The study examined how these students employed politeness strategies as they struggled to find an equilibrium between defending their stance of not accepting the scholarship and at the same time maintaining civility towards a persistent university officer. Data on refusal interactions between the students and the university officer were obtained through an open role-play which were transcribed, classified into semantic refusal strategies, categorized into the types of sequence orders of the strategies and finally classified according to Brown and Levinson’s politeness strategies. The repertoire of MSE refusal strategies reveals positive politeness to be dominant followed by bald-on-record while negative politeness was employed minimally. Using a combination of these three types of politeness, the MSE refusal interactions show variation of politeness ranging from less to more polite. The study revealed that the degree of politeness depend very much on participants’ effort to adapt to the context of situation. The variation of strategies which reflect different degree of politeness generated by the study would be useful as pragmatic input. This input could be utilized by English language teachers to raise pragmatic awareness and to develop their students’ ability to use socially appropriate language for the situation they encounter.

Sociolinguistic and Educational Perspectives on Code Switching in Classrooms

2015 ◽  
pp. 345-366
Author(s):  
James R. King
Keyword(s):  
South Africa ◽  
Second Language ◽  
Contact Zone ◽  
Community Building ◽  
Cross Cultural ◽  
Code Switching ◽  
Language Classrooms ◽  
The Cross ◽  
Split Personality ◽  
Cultural Components

In educational contexts, codeswitching (CS) is deployed in a binary fashion. Either CS is a productive strategy (a translanguaging, revisionists' claim), or CS is a “bad habit” signaling linguistic deficits. Some of the variance in understanding CS results from specific contexts. When a second language is used in a content classroom, the productive use of CS as a viable strategy for explication, management, and community building may also suffer from confusion. Yet, CS in language classrooms is a concern for teachers. Confusion emanates from two theoretical accounts for CS (structural and functional). For educational uses, CS suffers from this “split personality,” with resolution found in a “contact zone” account. I draw from the cross-cultural and cross-linguistic contexts of South Africa to explain notions of CS, and specifically as CS relates to literacy in some cases. The cross-cultural components play a role in explaining CS as it relates to literacy.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Teacher Motivation During Emergency Distance Learning

2021 ◽  
pp. 16-45
Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor
Keyword(s):  
Distance Learning ◽  
Thematic Analysis ◽  
English Language ◽  
Teacher Motivation ◽  
Lessons Learned ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Language Teachers ◽  
Level Of Motivation ◽  
Rapid Shift

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.

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