Instructional Functions of Code-switching in the EFL Classroom

Year 2023, Volume: 11 Issue: 1, 35 - 52, 30.03.2023

Ayşe Yılmaz Virlan

https://doi.org/10.29228/ijlet.66188

Abstract

This study aims to identify how code-switching functions as an instructional method and discusses teachers’ perceptions of language choice and code-switching practices at the English Prep Program of a state university in Istanbul. Teachers’ language choice relates directly to pedagogical focus; therefore, the present study mainly intends to examine why instructors feel the need for code-switching while teaching. In this regard, the study also examines if there is a specific corpus that teachers follow while they are code-switching, by applying a mixed- method of data collection and analysis. Not only the teachers (N=6) but also students (N=63) were included in the study to investigate the issue from a broader perspective. The study unearthed that even though English is the primary instructional language in the classroom, coding from the second language to the first language is taking place in preparatory classes. The data analysis also indicated that all the instructors consciously or unconsciously as they reported- code-switched throughout their lessons to make up for the students' language deficiency and to explain the concept that had no equivalent in the English language. The findings are important as they can help teachers to reflect on the instructional functions of their code-changing practices during instructions.

Keywords

Code-switching, EFL teaching, Instructional Functions of Codeswitching, Language instruction, Second language learning

EFL Sınıfında Dil Değiştirmenin Eğitsel İşlevleri

Abstract

Bu çalışma, dil değiştirmenin öğretim sırasında bir yabancı dil öğretim aracı olarak nasıl işlev gördüğünü belirlemeyi ve İstanbul’daki bir devlet üniversitesinde İngilizce Hazırlık Programın düzeyindeki öğretmenlerin dil seçimi ve dil değiştirme uygulamalarına ilişkin algılarını belirlemeyi amaçlamaktadır. Öğretmenlerin dil seçimleri doğrudan pedagojik odakla ilgili olduğundan, bu çalışma esas olarak eğitmenlerin öğretim sırasında neden dil değiştirme ihtiyacı hissettiklerini incelemeyi amaçlamıştır. Bu bağlamda çalışma, veri toplama ve analiz aracı olarak karma metot yöntemini uygulayarak öğretmenlerin dil değiştirirken izledikleri belirli bir derlem olup olmadığını da incelemektedir. Konuyu daha geniş bir perspektiften araştırmak için sadece öğretmenler (N=6) değil öğrenciler (N=63) de çalışmaya dahil edilmiştir. Çalışma, İngilizcenin derslerde ana eğitim dili olarak kullanılmasına rağmen, hazırlık sınıflarında ikinci dilden birinci dile yönelik dil değiştirildiğini ortaya çıkarmıştır. Verilerin analizi ayrıca tüm öğretmenlerin de bildirdikleri üzere bilinçli veya bilinçsiz olarak öğrencilerin dil eksikliklerini gidermek ve İngilizce’de karşılığı olmayan kavramı açıklamak için dersleri boyunca dil değiştirdiklerini göstermiştir. Bulgular, öğretmenlerin ders sırasında dil değiştirme uygulamalarının öğretim işlevleri üzerinde düşünmelerine yardımcı olabileceğinden önemlidir.

Keywords

Dil değiştirme, Yabancı dil öğretimi, Dil değiştirmenin eğitsel işlevleri, Dil öğretimi, İkinci dil öğrenimi

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