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

Songxaba, Sister L.; Coetzer, Adriaan; Molepo, Jacob Maisha

doi:10.4102/rw.v8i1.141

Cited by 15 publications

(12 citation statements)

References 21 publications

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“…Although the teachers in this research claimed that they used CS unconsciously -CS came naturally -the teachers were aware that CS that they did have certain functions that could help their students learn L2 effectively and efficiently. Another study by Songxaba, Coetzer, and Molepo (2017) which investigated the teachers' perception on the use of CS as a strategy in second language teaching in Afrika. This study also revealed that teachers also hold positive perception about the use of CS in this study.…”

Section: Teachers' Perception Toward the Use Of Cs In Esl Classroomsmentioning

confidence: 99%

Teachers’ Use of Code Switching in EFL Classroom and its Functions

Puspawati

2018

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Teachers' Use of Code Switching in EFL Classroom and its Functions is a lecturer in English Educa�on Department of Universitas Muhammadiyah Yogyakarta. She has been teaching English as a foreign language since 2002, and has taught various subjects such as Material Development, Issues in Language Teaching and Learning, Language Assessment and Evalua-�on, etc. Her research interests include teaching methodology, cri�cal pedagogy, democra�c language assessment, Students' voices in language teaching and learning, and material development.The debate about the use of L1 (first language) in EFL (English as a Foreign Language) classes has been around since the teaching as a foreign language itself. The arguments that support the use of L1 use in EFL classes claimed that L1 can be a great tool for students for L2 (English) acquisition and learning. This claims lead to the EFL teachers' use of code switching (CS) in the classroom. This research aims at investigating the teachers' belief about code switching and its function in EFL classroom. Three experienced teachers of English Language Education Department in a private university participated in this study. The study used observation and interview as the data collection methods. The observation was done through video recording on class sessions, and the interview was done to confirm teachers' use of CS based on the recording. The result reveals that the teachers have made informed decision on their teaching practice, especially on the use of CS as a teaching method to facilitate students' learning. The teachers mostly used inter-sentential switching in CS. The reasons for using CS in the classroom were to help students learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The functions of teachers' CS were to construct and transmit knowledge, to manage the class, and to build interpersonal relation with the students. This study indicated that teachers in this research were aware of the use of CS in teaching and learning L2 to facilitate learning.

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Section: Teachers' Perception Toward the Use Of Cs In Esl Classroomsmentioning

confidence: 99%

Teachers’ Use of Code Switching in EFL Classroom and its Functions

Puspawati

2018

ftl

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“…Additionally, experienced EFL teachers used codeswitching more frequently than novice teachers. This result is supported by Puspawati (2018), Bilgin (2016), and Songxaba, Coetzer and Molepo (2017). English in Chinese-dominated classrooms comes from textual materials.…”

Section: Discussionmentioning

confidence: 75%

“…Bilgin (2016) also mentioned that the use of codeswitching is related to teachers' teaching experience, and experienced teachers in Turkey took advantage of codeswitching to explain language points. Songxaba, Coetzer, and Molepo (2017) supported this viewpoint and pointed out experience teachers could create space for using codeswitching as a teaching strategy in Afrikaans learning and teaching.…”

Section: Literature Reviewmentioning

confidence: 83%

A comparative study of novice and experienced EFL teachers’ codeswitching in Chinese university EFL classroom

Hutagalung

Fong

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Scholars have focused on codeswitching problems for more than 50 years and have different voices about using codeswitching in the EFL classroom. This study used mix method to explore the EFL teachers' and students' attitudes towards using codeswitching in their College English classroom and the differences between novice and experienced teachers when they were using codeswitching at their pedagogies activities. 24 EFL teachers and 243 undergraduate students were involved in quantitative research, and 4 EFL teachers took participants in the qualitative analysis. The results showed there is no significant difference between EFL teachers and students' attitudes using codeswitching in the EFL classroom while, experienced and novice teachers have significantly different between novice and experienced EFL teachers by MANOVA. By qualitative analysis, some differences have been found between novice and experienced EFL when using codeswitching at their pedagogical activities. Problems have been discussed, and some suggestions are also put forward.

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“…Then and Ting (2009) declared that in circumstances where studentsí proficiency in the instructional language is not sufficient enough, code-switching would be a necessary tool for teachers to get their messages across effectively to the students. Songxaba (2017) reported a gradual move from a high tolerance of code-switching in lower levels to a low tolerance of code-switching in higher levels.…”

Section: Related Studies On Code-switchingmentioning

confidence: 98%

Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

Bonyadi

Kalvanagh

Bonyadi

2021

Discourse and Communication for Sustainable Education

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Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

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

Cited by 15 publications

References 21 publications

Teachers’ Use of Code Switching in EFL Classroom and its Functions

Teachers’ Use of Code Switching in EFL Classroom and its Functions

A comparative study of novice and experienced EFL teachers’ codeswitching in Chinese university EFL classroom

Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

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