Code Switching in English as Foreign Language Instruction Practiced by the English Lecturers at Universities

2013 ◽  
Vol 5 (2) ◽  
Author(s):  
Mujiono Mujiono ◽  
Soepomo Poedjosoedarmo ◽  
Edi Subroto ◽  
Tri Wiratno
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Code Switching ◽  
Foreign Language Instruction ◽  
English As Foreign Language

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

scholarly journals A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 95
Author(s):  
Gholamhossein Shabani ◽  
Ramin Asadi Jamnani ◽  
Davood Mashhadi Heidar
Keyword(s):  
Native Speakers ◽  
Teaching Strategy ◽  
First Grade ◽  
Language Instruction ◽  
Academic Program ◽  
Code Switching ◽  
Foreign Language Instruction ◽  
English As Foreign Language ◽  
Research Questions ◽  
University Lecturers

<p>This study aimed at investigating where and the purposes for which code-switching is used by Iranian EFL lecturers in universities as foreign languageinstruction.The data of this study were gathered from two sources: six EFL university lecturers from three local universities where they taught English as EFL instruction.Theywere interviewed individually regarding the use of code-switching in their classrooms in order to reveal their purposes of using this strategy as well as their participants’ understandings of code-switching as a language teaching strategy. The interviews took 30-40 minutes each. The interviews were finally transcribed and the main themes were coded to answer the research questions; the second group of participants was students as native speakers of Persian. Ninety undergraduates from the three universities were randomly chosen from among those students majoring in TEFL. They were majoring in the first grade of the academic program. To this end, an eleven-item questionnaire was given to them to elicit their responses for the contexts and the reasons for which code-switching was preferred.The data from interview with EFL lecturers as well those of the students’ responses were analyzed qualitatively and quantitatively using SPSS, respectively, to determine where and for what purposes codes-switching were applied or practiced in EFL classrooms. The findings of the study indicated that their code-switching habits were connected to what was being taught. Their code-switching had to do with efficiency in their teaching and how to make it easier for the students to understand what they were teaching. <strong></strong></p>

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

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