Code-switching in a Bilingual History Lesson: The Mother Tongue as a Conversational Lubricant

Butzkamm, Wolfgang

doi:10.1080/13670059808667676

Cited by 79 publications

(50 citation statements)

References 4 publications

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“…Numerous studies have documented bilingual teaching, codeswitching and CODE CHOICE (emphasising learner choice during classroom interaction and teacher choices in curriculum design and teaching practice (Levine 2011)) in a range of English language classrooms around the world, for example in Botswana (Arthur 1996); Brazil (Fabrício & Santos 2006) Germany (Butzkamm 1998); Hong Kong (Pennington 1995;Lin 1996;Carless 2002Carless , 2004Carless , 2008Littlewood & Yu 2011); Hungary (Harbord 1992;Nagy & Robertson 2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne 2010); Malta (Camilleri 1996); South Africa (Adendorff 1996); South Korea (Liu et al 2004;Kang 2008); Spain (Unamuno 2008); Sri Lanka (Canagarajah 1999); Sweden (Cromdal 2005); Thailand (Forman 2007(Forman , 2008; and Turkey (Eldridge 1996;Ustunel & Seedhouse 2005). Studies from Canada, with its particular history of bilingual education, also document own-language use and code choices (e.g.…”

Section: Acknowledging Own-language Usementioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

356

192

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

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Section: Acknowledging Own-language Usementioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

356

192

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“…Butzkamm (1998) çalışmasında yabancı dilde iletişimsel anlayışı arttırmak amaçlı kısa aralarla anadile dönmek eğitime yardımcı olabilir sonucuna ulaşmıştır. Bu durum hem dil alıştırmalarında hem de iletişime kısa yol olarak kullanılabilir.…”

Section: Sonuç Ve Tartişmaunclassified

İkinci Dili Türkçe Olan İlkokul Öğrencileriyle İletişim Kurmada Karşılaşılan Sorunlar ve Çözüm Önerileri

Gözüküçük¹,

Kiran²

2018

Pamukkale University Journal of Social Sciences Institute

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Bu çalışmanın amacı Türkiye'de yaşayan ikinci dili Türkçe olan ilkokul birinci sınıf öğrencileriyle iletişim kurmada karşılaşılan sorunları belirlemek ve bu sorunlara çözüm önerileri getirmektir. Diyarbakır'daki ilkokullardan 705 sınıf öğretmeni ve Kars'taki ilkokullardan 212 sınıf öğretmeni veri toplama aracını uygulamak üzere oranlı küme örnekleme yoluyla seçilerek örnekleme alınmıştır. Maksimum çeşitlilik örneklemesine göre seçilen Diyarbakır'daki ilkokullardan 40 sınıf öğretmeni ile görüşmeler yapılmıştır. Türkiye'de yaşayan ikinci dili Türkçe olan ilkokul birinci sınıf öğrencilerin sınıf öğretmenlerinin iletişim boyutunda karşılaştığı sorunlar konusunda ölçekteki görüşlerinin aritmetik ortalamasına göre sorunların en önemlisi "Anadili Türkçe olmayan öğrenciler dil farklılığından dolayı kendini ifade etmekte güçlük çekmektedir." şeklindedir. Öğretmenlerin karşılaştığı iletişim sorunları koduna ilişkin olarak öğretmenlerin % 41,5'i öğrenciler kendilerini Türkçe ifade edemedikleri için öğrencilerle iletişim kurmada zorlandıklarını belirtmişlerdir. Öğrencilerin iletişim sorunlarının çözüm önerileri koduna ilişkin olarak öğretmenlerin % 35,7'si hem Türkçe hem Kürtçe bilen öğrenciler aracılığı ile iletişim kurduklarını belirtmişlerdir. THE PROBLEMS FACED IN COMMUNICATING WITH ELEMENTARY SCHOOL STUDENTS WHOSE SECOND LANGUAGE IS TURKISH AND SOLUTION SUGGESTIONS AbstractThe aim of the current study is to determine the problems faced in communicating with first grade students whose second language is Turkish and to suggest solutions to these problems. The sample consisted of 705 classroom teachers from elementary schools in Diyarbakır and 212 classroom teachers from Kars using proportionate stratified random sampling technique. 40 classroom teachers were interviewed from Diyarbakır elementary schools that were chosen according to maximum variation sampling. According to the mean of the problems classroom teachers face in communicating with first grade students whose second language is Turkish scale's communication dimension the most important problem the teachers face is expressed as: "Students whose mother tongue is not Turkish have difficulties expressing themselves due to the differences between the languages". In concord with the communication problems teachers face code, 41,5 % of the teachers depicted that they had communication difficulties because students could not express themselves in Turkish. In concord with the solution suggestions to communication problems with students code, 35,7 % of the teachers indicated that they communicated using students who speak both Turkish and Kurdish.

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“…Even though MEXT reforms prescribe the sole use of English in classes, the pedagogic effectiveness and necessity of exclusively using the L2 in foreign language classes has been questioned. The principled use of the L1 by both students and teachers has been shown to increase both comprehension and learning of the L2 (Cook, 2001;Shimizu, 2006), and Butzkamm (1998) refers to the use of the L1 as the key to understanding the L2. While selected L1 use in class can have benefits, JTEs who use English in class, and are seen to enjoy doing so, also act as role models (Murphey, 1995).…”

Section: English Education In Japanmentioning

confidence: 99%

The transition from L2 learner to L2 teacher

Benthien¹

2017

Apples

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Code-switching in a Bilingual History Lesson: The Mother Tongue as a Conversational Lubricant

Cited by 79 publications

References 4 publications

Own-language use in language teaching and learning

Own-language use in language teaching and learning

İkinci Dili Türkçe Olan İlkokul Öğrencileriyle İletişim Kurmada Karşılaşılan Sorunlar ve Çözüm Önerileri

The transition from L2 learner to L2 teacher

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