Code Switching in ELT Classroom

Un texte de 1995, avec notre estimé et regretté collègue suisse Bernard Py, concernant la place des (autres) langues dans la classe à l'école, selon une perspective plurilingue. Un rappel des positions à l'époque et des nouveaux concepts introduits, comme par exemple le rôle des marques transcodiques dans la langue de l'apprenant et la manière dont elles peuvent se concevoir comme des atouts pour l'apprentissage.

In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom code-switching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades.

In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom code-switching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades.

In this chapter I propose that the often taken-for-granted, commonsensical notion of ���mixed code��� as a presumably existing, stably recurring, monolithic, debased language variety is in fact a rhetorical construct. By examining a diverse range of complex language use phenomena that can all be named ���mixed code���, I argue that the notion of ���mixed code��� as asserted in the public and official discourses plays an important role in naturalizing and normalizing a certain language ideology, which, in turn, is appealed to as a rationale for a ...

The purpose of this research is to find out the types of code switching and the reasons for using code switching in the My Nerd Girl movie series. Data was obtained by watching movies and reading the dialogue transcripts. Then, from all the data obtained, the researcher filtered the data that only did code switching. This research just focuses on the types and reasons for using code switching. For the overall research results, researchers used the theory from Hoffman (1991). Researchers found 75 instances of code switching in the My Nerd Girl movie series. The dominant type of code switching used in this movie series is Inter Sentential switching, with 39 uses. Then for the reasons for using code switching, in the My Nerd Girl series, there are all 7 reasons based on Hoffman's theory. The reason for code switching that is often used is Talking About a Particular Topic, with data from 21 incidents.

Code-switching (CS) may simply be defined as a process used by bilinguals or multilinguals to alternate two or more languages without changing the topic in their communication (Poplack, 1980). What we know about CS is largely derived from the studies conducted on the people who are bilinguals or multilinguals. Since they can switch from one language to the other(s), research has focused on the underlying reasons of this language alternation process. According to Crystal (1987) CS plays a crucial role for their solidarity in their social and educational contexts. Among the other factors that triggered the use of CS are inadequate language proficiency, keeping the flow of the interaction, avoiding misunderstandings and unfamiliarity with similar words in languages (Poplack, 1980; Grosjean, 1982; Skiba, 1997; Bista, 2010). Poplack (1980) identified three types of CS as inter-sentential switching, intra-sentential, switching, and tag-switching. For her inter-sentential switching results from the alternations between sentences; in other words, this process is a sentence-based switching. The second switching; intra-sentential, is the switching within a sentence or a phrase. Tagswitching is the insertion of a tag question from the first language (L1) to the second language (L2) or vice versa. Tag-switching was also defined as extra-sentential switching This study was partly presented as an oral presentation at the

Code-switching is known to be a widespread phenomenon among bilinguals and in ESL/EFL teaching/learning process; it refers to any alternate use of two codes or languages within the same conversation or even the same utterance. The present study is an attempt to investigatethe functions, types and frequencies of code switching in students discourse in the context of ELT classrooms.The study also explores the relationship between the language proficiency level of the students and their use of code switching. To achieve this end, two groups of students (at two different levels of proficiency) from two classes of general English courses in an institutional program in Oil Ministry Center of Isfahan were selected as participants. All sessions of an entire semester were videotaped. A coding scheme was developed for classifying students’ instances of CS into relevant functions.The data were tabulated, and frequencies and percentages were conducted by SPSS program. The findings indicate that...

This study aimed to investigate the reasons for code-switching in ELT classrooms at Anadolu University. Accordingly, 29 students who study the English Language Teaching at Anadolu University were chosen. All of them are advanced learners. These participants were chosen through convenience sampling and the quantitative method was used. Data were collected through a questionnaire. The result of the quantitative and qualitative analysis showed that students’ code-switching was rather high and most of the time the reasons are “cultural issues, sense of humor, and equivalence.” The results indicate that students need to enhance their lexical items. Additionally, the reasons for not to code-switch are “group membership, attract attention and conflict control.”

In this chapter I propose that the often taken-for-granted, commonsensical notion of “mixed code” as a presumably existing, stably recurring, monolithic, debased language variety is in fact a rhetorical construct. By examining a diverse range of complex language use phenomena that can all be named “mixed code”, I argue that the notion of “mixed code” as asserted in the public and official discourses plays an important role in naturalizing and normalizing a certain language ideology, which, in turn, is appealed to as a rationale for a socially inequitable language education policy. The chapter concludes with the proposal that language and education issues in Hong Kong can be seen in a clearer light only when the official and popular media notion of “mixed code” is problematized and deconstructed, and the diverse range of social interactive actions mediated by multiple language resources seen and understood in their situated contexts, and not through the hidden language ideological lens of the reifying rhetorical construct of “mixed code”.