scholarly journals Teachers’ Code Switching Used by Indonesian Lecturers in EFL Classrooms

2019 ◽  
Author(s):  
Bambang Purwanto ◽  
Siti Aimah
Keyword(s):  
Code Switching ◽  
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.

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.

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals INVESTIGATING IRANIAN EFL LEARNERS’ ATTITUDES TOWARD TEACHERS’ CODE SWITCHING

2016 ◽  
Vol 3 (1) ◽  
pp. 5-14
Author(s):  
SEYED J. ABDOLMANAFI ROKNI ◽  
MEHDI KHONAKDAR
Keyword(s):  
Language Teaching ◽  
Code Switching ◽  
Efl Learners ◽  
Efl Classrooms ◽  
Attitudes Toward Teachers

Code switching is defined as change in language teaching to help learners understand the EFL points. Code switching can be enjoyed at different times in the EFL classes by the teachers and may be as a safe help to understand and comprehend the points and materials. The present paper is to analyze and study the Iranian learners’ attitudes toward teachers’ code switching in EFL classrooms. The researchers enjoyed a questionnaire adopted from a study done by Yao (2011). The questionnaire had 20 items in different topics. The learners’ attitudes toward the questionnaire’s items were stated in percentage form. The findings showed that most of the learners had a positive look toward code switching by their teachers because some EFL points are really difficult to understand and it is better to change the language of teaching and help learners achieve the EFL points.

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 Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms

2021 ◽  
Vol 2 (2) ◽  
pp. 193-211
Author(s):  
Hammad Mushtaq ◽  
Rida Rabbani
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Code Switching ◽  
Pedagogical Tool ◽  
Male And Female ◽  
Learning Speed ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Success

The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success

scholarly journals Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms

2018 ◽  
Vol 11 (6) ◽  
pp. 93
Author(s):  
Aisha Bhatti ◽  
Sarimah Shamsudin ◽  
Seriaznita Binti Mat Said
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Vital Role ◽  
Code Switching ◽  
Teaching Tool ◽  
Main Medium ◽  
Efl Classrooms ◽  
Global Language ◽  
Bilingual Communities

In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today’s world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers’ use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.

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