English-Vietnamese Code-Switching in Tertiary Educational Context in Vietnam

Tien, Nguyen Quang

doi:10.1080/13488678.2012.10801328

Cited by 20 publications

(1 citation statement)

References 3 publications

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“…His investigation also revealed that more CS occurred in the public university than in the private one due to the lower English proficiency learners at the public university, and inter-sentential CS was dominant compared to intra-sentential CS, which suggests that the choice to CS was deliberate rather than the result of a lack of vocabulary or control of 1336 THEORY AND PRACTICE IN LANGUAGE STUDIES syntax. Tien (2012) concluded that the EFL teacher used CS as a communicative and facilitative tool to check and reinforce her Vietnamese learners' English comprehension and vocabulary acquisition. Nhan and Lai (2012a) state that each EFL/ESL student's background knowledge and identity are formed through his/her mother tongue, and his/her natural inclination to communicate in the first language is non-negotiable.…”

Section: Code-switching In General English Classrooms In Vietnammentioning

confidence: 99%

Code-switching in English Language Education: Voices from Vietnam

Nguyen

Grainger

Carey

2016

TPLS

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Abstract-Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese codeswitching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students' low levels of English competence, motivation and autonomy, teachers' limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

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Section: Code-switching In General English Classrooms In Vietnammentioning

confidence: 99%