Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction

Caballero, Núria; Celaya, M. Luz

doi:10.1080/13670050.2019.1671309

Cited by 4 publications

(6 citation statements)

References 28 publications

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“…Research on code-switching has generally examined the switches between languages at lexical or sentential levels (e.g., Ye, 2021 ; Caballero and Celaya, 2022 ), while translanguaging is defined to include alterations beyond the scope of the sentence or even discourse level ( cf , Williams, 2000 ; García, 2009 ). According to Goodman and Tastanbek (2021) , translanguaging involves language switches between teaching and learning modes, which engages the participation of both the teacher and the students.…”

Section: Literature Reviewmentioning

confidence: 99%

The Perceptions of International Learners Toward Teacher Code-Switching in the Elementary and Intermediate Chinese Foreign Language Classrooms

Afzaal

Alfadda

2022

Front. Psychol.

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The present study explores the perceptions of elementary and intermediate learners toward English as a code-switching medium in Chinese as a Foreign Language (CFL) classrooms. The data were collected by means of a survey of international elementary and intermediate-level students studying Chinese at the College of Chinese Language and Culture (CCLC) of Jinan University in Guangzhou, China. The data collection method included a five-point Likert scale questionnaire survey (18 closed-ended questions and one open-ended question). The analysis of quantitative and qualitative data collected from the questionnaire showed that CFL learners at both proficiency levels tended to favor code-switching in classrooms. However, the results of the Mann–Whitney U test showed that intermediate learners favored code-switching to a lesser extent than elementary learners. Moreover, their perceptions were found to differ significantly in terms of the varying functions of code-switching. These findings suggest that code-switching functions as an effective teaching strategy in the CFL classrooms, although teachers should regulate its deployment when teaching learners with different proficiency levels.

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Section: Literature Reviewmentioning

confidence: 99%

The Perceptions of International Learners Toward Teacher Code-Switching in the Elementary and Intermediate Chinese Foreign Language Classrooms

Afzaal

Alfadda

2022

Front. Psychol.

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“…The teachers also helped them understand the concept better by supporting the idea being taught through translating it to Arabic. This is similar to the findings of Abualzain (2019), Adriosh and Razi (2019), Bhatti et al (2018), Caballero and Celaya (2019) and Nazeri et al (2021) who showed that teachers use code-switching in the class to facilitate the learning process for the students.…”

Section: Researchsupporting

confidence: 89%

“…This reflects the findings of Alhamdan (2018) and Abeid Allah (2020). In addition, it was revealed throughout the interviews that most of the teachers believed that switching to the Arabic language is necessary and beneficial with students who are low-proficient in English, which supports the findings of Selamat (2014 ) and Caballero and Celaya (2019).…”

Section: Positive Attitudes Towards Code-switchingsupporting

confidence: 79%

“…In addition, a study conducted by Caballero and Celaya (2019) in a school in Barcelona to study if the proficiency of students had an effect on the teachers' and the students' code-switching by using audio-taping of the students' interactions with the teachers in the class. The results showed that code-switching is more helpful with students who are of lower-proficiency levels.…”

Section: Teachers' and Students' Attitudes Towards Code-switchingmentioning

confidence: 99%

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Code-switching in the TEFL Undergraduate Classroom. (c2022)

Chal¹

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Code-switching is the usage of two or more languages when speaking and it happens mostly in communities that are bilingual. This paper is an exploratory qualitative study which focuses on code-switching in TEFL undergraduate courses at a private university in Lebanon. The aim of this study was to discover teachers’ perceptions and practices regarding code-switching in first and second year TEFL major classrooms at a university in Lebanon. It also investigated students’ perceptions regarding code-switching in the first-year undergraduate TEFL major in the university. The study attempted to see whether teachers and students perceive code-switching as a beneficial tool in the classroom or not. The four instructors of the first and second year TEFL undergraduate courses were interviewed using in-depth interviews. Their classrooms were observed three times using non-participant observations. The students were also interviewed using focus-group interviews. The findings of this study supported the view that code-switching in the language classroom is a facilitating tool for the students. The findings also showed that switching to the native language should be allowed only in certain situations when it is needed and that it has many benefits for the students, as supported by previous findings. However, further research should be conducted in more than one campus of a university and with larger number of participants in order to get a wider view of the Lebanese context. In addition, longitudinal studies should be conducted to see the difference between the levels of code-switching at the beginning of the semester and at the end of it.

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“…Over the past years, there has been an increasingly significant interest in the use of code-switching as a pedagogical practice for teachers teaching content subjects in South Africa (Caballero & Celaya 2022;Maluleke 2023;Nawaz, Yousaf & Jabeen 2023). This curiosity has sparked a plethora of debates and divergent opinions regarding the implementation of code-switching while teaching content subjects in the senior-phase.…”

Section: Introductionmentioning

confidence: 99%

Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district

Seabela,

Ncanywa

2024

African Journal of Teacher Education and Development

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Background: The notion that teaching content subjects in schools utilising code-switching as a pedagogical approach contributes positively to academic achievements is well documented.Aim: This article demonstrates the effectiveness of code-switching as a pedagogical practice for senior-phase teachers teaching content subjects in some selected schools of the OR-Tambo education district.Setting: The study was conducted in three semi-rural schools in the Eastern Cape province.Methods: The study utilised a mixed-method research approach in three public schools. Participants were purposefully selected. Thematic content analysis was used to interpret the results.Results: The findings of this study indicated that teachers’ frequent use of code-switching during the senior phase teaching of the English language is a norm in a classroom. At the same time, learners were frustrated to learn the content subjects in English. Moreover, poor learner academic background affects their academic performance in the content subjects. The study reveals a notable lack of pedagogic support for teachers from officials in the Department of Education as well as a sizable component of the school administration team.Conclusion: The use of code-switching is a useful tool to improve the effectiveness of teaching and learning in senior-phase lessons.Contribution: The study recommends that teachers and learners be encouraged to use code-switching, especially when dealing with difficult material to be taught in English. The study recommends that the Department of Education conduct extensive workshops on professional growth. This all-encompassing strategy might seek to strengthen the senior phase classroom, creating a lively and encouraging atmosphere for teachers and learners alike.

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Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction

Cited by 4 publications

References 28 publications

The Perceptions of International Learners Toward Teacher Code-Switching in the Elementary and Intermediate Chinese Foreign Language Classrooms

The Perceptions of International Learners Toward Teacher Code-Switching in the Elementary and Intermediate Chinese Foreign Language Classrooms

Code-switching in the TEFL Undergraduate Classroom. (c2022)

Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district

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