Scholarly record
TEACHER'S CODE-SWITCHING IN FIRST LANGUAGE IN ENGLISH LANGUAGE CLASSES
Abstract
Based on previous studies on methods and techniques that teachers apply in the class during foreign language teaching, this study has to do with Code-Switching strategy, which is the use of both teacher's and students Native Language while teaching and learning English Language as a Second Language in the classroom. This technique is often used without any consciousness by both sides, teachers and students, during teaching and learning processes, and it seems to be very needed by the students and welcomed as well. This paper mainly deals with the study of how they see the implementation of Code-Switching method and identifies the factors that lead to its use. In addition, this study seeks to highlight how effective and positive is Teachers' Code-Switching and what are its advantages and disadvantages. To accomplish this, the study includes questionnaires for both teachers and students of the University of Gjakova, Faculty of Education, Pre-school program which brought several conclusions regarding the use of Code Switching technique. The questionnaires provide responses of the questions that deals with the †'phenomenon'' called Code-Switching in order to collect the data. All the data were analyzed and have provided a clear picture of the importance of Code-Switching strategy, its role in students English language development and the functions that induce foreign language teacher to use Code-Switching while teaching Second Language. Although the scope of study was limited to a certain number of students, 85 in total, the results show that Code-Switching strategy is a beneficial and effective method for foreign language acquisition, but it mainly depends on student's language level proficiency. Based on pre-school students of Faculty of Education, advantages prevail disadvantages of this strategy usage.
Publication Impact Profile
Publication details
References9
Auerbach, E. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27 (1), p. 9- 32
Cole, S .1998. The Use of L1 in Communicative English Classrooms. The Language Teacher, 22:11-13
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon. Retrieved on 12/02/2012 from: www.kyoai.ac.jp/college/ronshuu/no-80/meyer1.pdf
Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal, 46/4, 350-355.
Martin-Jones M. Bilingual Classroom interaction: a review of recent of research. Lang Teach 2000; 33: 1-9.
Nation, P.(2003). The Role of the First Language in Foreign Language Learning. Asian EFL Journal, 5 (2), 1-8 Retrieved on 04/03/2012 from: http://iteslj.org/Articles/Sert-CodeSwitching.html
Sert, Olcay (2005). The functions of code switching in ELT classrooms, Hacettepe University, Turkey. The internet TESL journal – for teachers of english as a second language. Retrieved on 25/12/2011 from: http://iteslj.org/Articles/Sert-CodeSwitching.html
Stevens, F. (1983). Activities to Promote Learning and Communication in the Second Language Classroom. TESOL Quarterly, 17, (2), 259-270.
Sharma, K. (2006), ''Mother tongue use in English classroom'', in Journal of NELTA, 11 (1-2), 80-87
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
