Teachers and Students Code-Switching: The Inevitable Evil in EFL Classrooms

2020 ◽  
Vol 19 (2) ◽  
pp. 60-78
Author(s):  
Riyad F Hussein ◽  
Hadeel A Saed ◽  
Ahmad S Haider
Keyword(s):  
Code Switching ◽  
Teachers And Students ◽  
Efl Classrooms

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.

scholarly journals Iranian students' attitudes towards the facilitative and debilitative role of code-switching; types and moments of code-switching at EFL classroom

2011 ◽  
Vol 4 ◽  
pp. 15-28
Author(s):  
Ali Rahimi ◽  
Zohreh Jafari
Keyword(s):  
Language Learners ◽  
Mother Tongue ◽  
Code Switching ◽  
Male Students ◽  
Gender Preferences ◽  
Proficiency Level ◽  
Teachers And Students ◽  
Efl Classrooms ◽  
Students Attitudes ◽  
Iranian Students

Recently, the use of language learners' mother tongue, code-switching, alongside English in EFL classrooms has received considerable attention. The main objectives of this study were to present the results of a qualitative study which investigated the types and functions of code-switching at an intermediate English Proficiency level in EFL classrooms. Moreover, gender preferences were investigated. To this end, 50 hours of four class performances were observed, audio-recorded and analyzed to answer the proposed research questions. The results of this study suggested that teachers applied code-switching more frequently when they tried to give Persian equivalents of English words and expressions. It should be pointed out that the application of intersentential code-switching turned out to be more salient among both teachers and students. Code-switching was more frequent while students were carrying out the assigned tasks. Male students switched when they said humorous remarks while their female classmates switched more frequently when they asked and/or gave L1 equivalents.  Filling in the attitude questionnaire, the majority of students believed that in several cases neither teachers nor students should apply Persian as much as possible, even though it facilitated their interactions.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

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.

Conversation Code-switching in Class with Chinese as Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 894
Author(s):  
Junqing Wang ◽  
Junli Wu
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Code Switching ◽  
Target Language ◽  
Overseas Students ◽  
Sequence Organization ◽  
Language Class ◽  
Teachers And Students ◽  
Audio Data ◽  
Chinese As Foreign Language

This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly.

scholarly journals Teachers Use Code switching In The Classroom

SOLID ◽  
2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Lalu Agung Rahmat Salehuddin
Keyword(s):  
Learning Process ◽  
Code Switching ◽  
Teachers And Students ◽  
Teaching Learning

This paper discusses about the issues of code switching in the classroom that is used by teachers and students. Code switching that was used by both teachers and students influenced the teaching learning process. The paper also talks about the function of using the code switching in the classroom, how necessary the code switching is and to find out the advantages and the weaknesses of the use of code switching.

scholarly journals English - Algerian Arabic Code-switching in EFL Classroom: Case of EFL Teachers and Students in the Department of English at Tlemcen University, Algeria

2021 ◽  
Author(s):  
Fatima Zohra ADDER ◽  
Hayat BAGUI
Keyword(s):  
Direct Method ◽  
Research Work ◽  
Code Switching ◽  
Target Language ◽  
Skills Development ◽  
Negative Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Oral Expression ◽  
The Relationship

The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of English to Algerian Arabic. To conduct this research work, the researchers collected data through an interview that was conducted with 16 teachers of Comprehension and Oral Expression, Literature, and Civilization in the Department of English at Tlemcen University in Algeria, and supported by a classroom observation of students with the same teachers. Findings revealed that the use of Algerian Arabic is inevitable. Teachers’ responses exhibit negative attitudes towards English-Algerian Arabic code-switching in class, but they do not deny its integration as a pedagogical necessity to explain difficult words and expressions that are hard to be grasped in the target language. The results also showed that teachers peacefully attempt to get their students accustomed to lectures delivered in English solely by avoiding translation and applying the direct method of TEFL. Furthermore, they declare that infrequent use of AA is beneficial to foster students’ academic achievements and language skills development.

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