Code-switching and communicative competence in the language classroom

Moodley, Visvaganthie

doi:10.4314/jlt.v44i1.71777

Cited by 3 publications

(4 citation statements)

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“…The findings of this study accord perfectly with the works of Li (2008), Madonsela (2016), Moodley (2010) and Mahofa and Adendorf (2014), who view code-switching in a positive light. They claim that code-switching has great potential for helping the bilingual teacher to achieve context-specific teaching and learning goals like clarifying difficult concepts• and reinforcing a student's bilingual lexicon.…”

Section: Discussion On the Findingssupporting

confidence: 92%

Teachers’ Use of Code-Switching and Secondary School Students’ achievement in Oral English in Oyo West Local Government area, Oyo State

2023

NIU HMS

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s. This study investigated teachers' use of code-switching and secondary students' achievement in oral English in Oyo West Local Government Area, Oyo State. The descriptive survey research design of correlational type was adopted.Five senior secondary schools were randomly selected from eleven (11) public senior secondary schools in Oyo West Local Government Area of Oyo State. A total number of two hundred (200) students and ten (10) teachers participated in the study. Teacher Code-Switching Observation Schedule (TCSOS) and Oral English Achievement Test (OEAT) were used to collect data. Data were analysed using the descriptive and inferential statistics. The study showed the most important reason for teacher code-switching is that the teachers use code-switching to increase students' participation during lessons. It was recommended that teachers should have knowledge of oracy skills so as to give quality knowledge to students in the area of oral English.

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Section: Discussion On the Findingssupporting

confidence: 92%

Teachers’ Use of Code-Switching and Secondary School Students’ achievement in Oral English in Oyo West Local Government area, Oyo State

2023

NIU HMS

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“…Research confirms that CS is a world-wide phenomenon, which occurs in various social and educational contexts (Madonsela 2016;Moodley 2010;Singh & Sharma 2011;Shin 2010;Van der Walt 2009). Language scholars have different perceptions concerning the use of CS in teaching situations.…”

Section: Literature Reviewmentioning

confidence: 78%

“…Language scholars have different perceptions concerning the use of CS in teaching situations. Some scholars, such as Li (2008), Madonsela (2016), Moodley (2010) and Mahofa and Adendorf (2014), view CS in a positive light. They claim that CS has great potential for helping the bilingual teacher to achieve context-specific teaching and learning goals like clarifying difficult concepts and reinforcing a student's bilingual lexicon.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa

2017

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This research reports on the findings regarding the perceptions of teachers towards creating space for the use of code switching as a teaching strategy in Afrikaans learning and teaching in the isiXhosa-speaking environments of the Transkei region. The aim of this investigation was to establish whether or not code switching can be used as a teaching strategy. A sample of 13 teachers from 12 schools was purposefully selected. A qualitative approach was used. Interviews and semi-structured questionnaires were used for data collection. The teachers admitted that they code switch during Afrikaans classes. It also transpired that teachers perceived code switching as the best way to facilitate understanding. The recommendations postulate a gradual move from a high tolerance of code switching in the lower classes to a low tolerance thereof in higher classes.

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“…A more recent view on this phenomenon, however, suggests that due to the underlying syntactic complexity of code-switching, code-switching is actually a marking of bilingual fluency (Genesee, 2001). More recently, the idea of employing code-switching in the classroom, in a form of conversation-based exercises, has attracted the attention of multiple researchers and educators (Moodley, 2010;Macaro, 2005), yielding promising results in an elementary school study in SouthAfrica.…”

Section: Code-switching As a Natural Phenomenonmentioning

confidence: 99%

Generating Code-switched Text for Lexical Learning

Labutov

Lipson

2014

Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)

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A vast majority of L1 vocabulary acquisition occurs through incidental learning during reading (Nation, 2001;Schmitt et al., 2001). We propose a probabilistic approach to generating code-mixed text as an L2 technique for increasing retention in adult lexical learning through reading. Our model that takes as input a bilingual dictionary and an English text, and generates a code-switched text that optimizes a defined "learnability" metric by constructing a factor graph over lexical mentions. Using an artificial language vocabulary, we evaluate a set of algorithms for generating code-switched text automatically by presenting it to Mechanical Turk subjects and measuring recall in a sentence completion task.

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Code-switching and communicative competence in the language classroom

Cited by 3 publications

References 0 publications

Teachers’ Use of Code-Switching and Secondary School Students’ achievement in Oral English in Oyo West Local Government area, Oyo State

Teachers’ Use of Code-Switching and Secondary School Students’ achievement in Oral English in Oyo West Local Government area, Oyo State

Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa

Generating Code-switched Text for Lexical Learning

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