Code-switching in Botswana’s ESL Classrooms: A Paradox of Linguistic Policy in Education

Chimbganda, Ambrose B.; Mokgwathi, Tsaona

doi:10.5539/ijel.v2n2p21

Cited by 10 publications

(5 citation statements)

References 28 publications

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“…As the multicultural background arose in classroom, the bilinguals speaker or even multilingual were involved and resulted in compound bilingual speaker spaces in which codeswitching is inevitable (Chimbganda & Mokgwathi, 2012). The unavoidable circumstances in which students and teacher involved in code-switching is very understandable because teacher and students came from different cultural background (Sert, 2005).…”

Section: Because Sometimes When I'm Nervous When I Do the Presentatiomentioning

confidence: 99%

Code-Switching in Efl Classroom: Is It Good or Bad?

Nurhamidah

Fauziati

Supriyadi

2018

JEE

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Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.

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Section: Because Sometimes When I'm Nervous When I Do the Presentatiomentioning

confidence: 99%

Code-Switching in Efl Classroom: Is It Good or Bad?

Nurhamidah

Fauziati

Supriyadi

2018

JEE

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“…Research such as the study carried out by (Mugla & Seedhouse, 2005), teachers use CS as an interactional resource and as an effective pedagogical tool to achieve their desired objectives (Turnbull & Arnet, 2002). Other scholars (Ariffin & Hussin, 2011;Becker, 2001;Chimbganda & Mokgwathi, 2012;Moghadam, Samad, & Shahraki, 2012;Hisham Ahmad & Jusoff, 2009;Lee, 2001;Mugla & Seedhouse, 2005;Qing, 2010;and Yao, 2011), favor CS as a pedagogical instrument since its usefulness is demonstrated in each study This study acknowledges that CS can be used by monolinguals when changing styles, (Martin, 1999a;Auer, 1998) but the scope is narrowed down to the alternation between two languages, specifically Spanish and English in Mexico. The alternation of L1 and L2 in the classroom is generally known as code-switching (Martin, 1999b;Milroy and Muysken, 1995;Auer, 1998).…”

Section: Introductionmentioning

confidence: 89%

Code-switching as a linguistic resource in an EFL context at a language center in Mexico

De la Fuente

2023

Erudita

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This study explores code-switching (CS) as an interactional resource by learners in an EFL classroom in a predominantly monolingual context of Mexico could provide university students with a useful resource in language learning. The research aim is to identify and analyze the codeswitching interactional patterns that the students use to participate in the classroom such as reiteration, equivalence, floor-holding and socializing. In order to analyze these ways, observation sessions were carried out as these depictions demonstrated what was taking place in the EFL classroom. Field notes are used to triangulate data; therefore, a more in-depth and rich analysis is brought forth as to how these resources are used. Accordingly, classroom data is analyzed using an applied Conversation Analysis approach. This case study is part of a PhD project that explores the linguistic practices of nine students from two intermediate EFL classes. Both observations and field notes reveal that learners´ draw on CS for carrying out learning activities, negotiate meaning, as it is a supporting element in the communication of information and in the learners’ social interaction. Therefore, the study suggests that CS serves for communicative purposes in a way that is exploited as a tool for transference of meaning.

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“…This type of language use is widespread amongst multilinguals (Gardner-Chloros 2009;Lopez et al 2017) and in multilingual classrooms, although often unofficial and stigmatised (Ferguson 2003;Heugh 2013;Mazak & Carroll 2016). Research shows that this has a wide range of pedagogical benefits such as: aiding student participation and performance (Clegg & Afitska 2011;Viriri & Viriri 2013); content clarification (Ferguson 2003;Uyes 2010;Chimbganda & Mokgwathi 2012); classroom management (Canagarajah 1995;Ferguson 2003); humanising the classroom environment and expressing a shared identity amongst staff and students (Ferguson 2003); increased understanding of subject content (Baker 2001;Yevudey 2013); facilitating home-school links (Baker 2001); and reiterating important information (Adendorff 1993). While these practices are found to occur widely in multilingual contexts (Heugh 2013), they are often stigmatised and not recognised at an official policy level.…”

Section: Overview Of Multilingual Educationmentioning

confidence: 99%

Language policy in Ghana and Malawi: differing approaches to multilingualism in education

Reilly¹,

ResCue²,

Chavula³

2022

JBA

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Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.

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Code-switching in Botswana’s ESL Classrooms: A Paradox of Linguistic Policy in Education

Cited by 10 publications

References 28 publications

Code-Switching in Efl Classroom: Is It Good or Bad?

Code-Switching in Efl Classroom: Is It Good or Bad?

Code-switching as a linguistic resource in an EFL context at a language center in Mexico

Language policy in Ghana and Malawi: differing approaches to multilingualism in education

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