Examining Code-switching in Teaching Turkish as a Foreign Language Through Distance Education

Abstract

Code-switching has been recognized as an effective pedagogical strategy in multilingual classrooms, yet its role in teaching Turkish as a foreign language within online learning environments remains understudied. This study investigates the role of code-switching in teaching Turkish as a foreign language (TFL) in digital contexts. Conducted as a qualitative case study, the research is based on a 172-minute video recording of an online B1-level Turkish class. The recording was orthographically transcribed and analyzed through content analysis. During the coding process, instances of code-switching were categorized according to their formal level, direction, initiator, and pedagogical function. The findings indicate that code-switching in online Turkish classes was largely initiated by the teacher and occurred mostly at the word level, serving to facilitate learners’ understanding of the target language. English was used as a supportive tool in pedagogical contexts such as grammar explanation, vocabulary clarification, and giving instructions. The limited use of code-switching by students highlights the teacher’s guiding role in managing interaction. Overall, code-switching functions as a planned and purposeful communicative strategy in online Turkish teaching and serves as an important means of sustaining interaction. The study underscores the pedagogical potential of multilingualism in digital learning environments and offers practical implications for future research and instructional design.

Keywords

• Code-switching
• teaching Turkish as a foreign language
• distance education
• vide-mediated interaction

Uzaktan Eğitim Yoluyla Türkçenin Yabancı Dil Olarak Öğretiminde Diller Arası Geçişin İncelenmesi

Abstract

Diller arası geçiş, çok dilli sınıflarda etkili bir pedagojik strateji olarak kabul edilmesine rağmen çevrim içi eğitim ortamlarında Türkçenin yabancı dil olarak öğretimi bağlamındaki işlevi alan yazında sınırlı düzeyde ele alınmıştır. Bu araştırmada dijital ortamlarda Türkçenin yabancı dil olarak öğretiminde (TYDÖ) diller arası geçişin rolü incelenmektedir. Nitel araştırma desenlerinden durum çalışması yöntemiyle yürütülen araştırmanın verisi, Türkçenin B1 düzeyinde yabancı dil olarak öğretildiği çevrim içi bir dersin 172 dakikalık video kaydından elde edilmiştir. Kayıt ortografik olarak çevri yazıya aktarılmış, ardından içerik analizi yöntemiyle çözümlenmiştir. Kodlama sürecinde diller arası geçişin örnekleri biçimsel düzey, yön, başlatıcı ve pedagojik işlev kategorileri altında değerlendirilmiştir. Elde edilen bulgular, çevrim içi Türkçe derslerinde diller arası geçişin büyük ölçüde öğretmen tarafından başlatıldığını, çoğunlukla kelime düzeyinde ve hedef dilin anlaşılmasını kolaylaştırmaya yönelik kullanıldığını göstermektedir. Bu bağlamda İngilizce, dil bilgisi açıklamaları, kelime tanımlamaları ve yönerge verme gibi pedagojik işlevlerde ve bağlamlarda destekleyici bir araç olarak kullanılmıştır. Öğrencilerin diller arası geçişin sınırlı biçimde kullanmaları öğretmenin etkileşimdeki yönlendirici rolünü ortaya koymaktadır. Sonuç olarak, diller arası geçiş çevrim içi Türkçe öğretiminde planlı ve işlevsel bir iletişim stratejisi olarak kullanılmakta ve etkileşimin sürdürülmesi açısından önemli bir araç işlevi görmektedir. Araştırma, dijital öğrenme ortamlarında çok dilliliğin pedagojik potansiyeline dikkat çekmekte ve gelecekteki çalışmalar için uygulamaya dönük çıkarımlar sunmaktadır.

Keywords

• Diller arası geçiş
• Türkçenin yabancı dil olarak öğretilmesi
• uzaktan eğitim
• video aracılı etkileşim

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