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

Year 2020, Volume: 16 Issue: 3, 1523 - 1533, 01.10.2020

Yong Wu Fonny Dameaty Hutagalung Chew Peng Fong

https://doi.org/10.17263/jlls.803886

Abstract

Scholars have focused on code-switching problems for more than 50 years and have different voices about using code-switching in the EFL classroom. This study used mix method to explore the EFL teachers' and students’ attitudes towards using code-switching in their College English classroom and the differences between novice and experienced teachers when they were using code-switching 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.

Keywords

Codes-witching, EFL teachers;, experienced; novice, attitude

References

• Ahmad, B. H., & Jusoff, K. (2009). Teachers’ code-switching in classroom instructions for low English proficient learners. English Language Teaching, 2 (2), 49-55.
• Al Aqad , M.H. (2018). Fever of code-switching and code-mixing between Arabic and English in school’s classrooms. Translation Journal, 4,1-15.
• Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27, 9-32.
• Bilgin, S. (2016).Code switching in English language teaching (ELT) teaching practice in Turkey: Student teacher practices, beliefs and identity. Educational Research and Reviews, 11(8), 686-702
• Copland, F., & Neokleous, G. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal: English Language Teaching Journal, 65(3), 270-280.
• Critchley, M. P. (1999). Bilingual support in English classes in Japan: a survey of students opinions in L1 use by foreign teachers. Available:http://www.jalt-publications.org
• Duff, P. A., & Polio, C. G. (1994). Teachers' Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation. Modern Language Journal, 78(3), 313-326.
• Ellis, R. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge, Taylor & Francis Group.
• Farruggio, P. (2009). Heritage agency in a transnational California community: Latino parents and bilingual education. Language. Culture and Curriculum, 22(3), 215-229.
• Greggio, S., & Gil, G. (2007). Teacher's and learner's use of code switching in the English as a foreign language classroom: A qualitative study. Linguagem & Ensino, 10(2), 371-393
• Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
• Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66(6), 137-153. Gumperz, J. J. (2009). The speech community. In A. Duranti (Ed.), Linguistic anthropology: A reader (pp. 66–73). Chichester, UK: John Wiley & Sons.
• Guthrie, E. M. L. (1987). Six cases in classroom communication: A study of teacher discourse in the foreign language classroom. In J. L. A. L. (Eds.) (Ed.), Research in second language learning: Focus on the classroom (pp. 173-193). Norwood, NJ: Ablex.
• Haugen, E. (1950). The Analysis of Linguistic Borrowing. Language, 26(2), 210-231.
• Heath, C., Hindmarsh J., & Luff, P. (2010). Video in qualitative research. London: Sage.
• Lehti-Eklund, H. (2013). Code-switching to first language in repair- A resource for students’ problem solving in a foreign language classroom. International Journal of Bilingualism, 17(2), 132-152.
• Levine. G.S. (2014). Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring. Language Teaching, 47(03), 332-348.
• Levine, G. S. (2011). Code choice in the language classroom. Buffalo: Bristol
• Lin, A. M. Y. (1999). Critical Approaches to TESOL: Doing-English-Lessons in the Reproduction or Transformation of Social Worlds? TESOL Quarterly, 33(3), 393-412.
• Llurda, E., (2006). Non-Native Language Teachers Perceptions, Challenges and Contributions to Profession. Springer: Science,Business Media, LLC, Marid.
• Macaro, E. (2001). Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making. Modern Language Journal, 85(4), 531-548.
• Macaro, E. (2006). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native Language Teachers:Perceptions, challenges, and contributions to the profession (pp. 63- 68). Boston, MA: Springer.
• Martinez-Roldan, C.M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino student’s transaction with narrative texts. Journal of Early Childhood Literacy, 6(3), 293-322
• Nunan, D. (1998). Second Language Learning and Teaching. Heinle ELT.
• Puspawati, I. (2018). Teachers’ use of Code-Switching in EFL classroom and its Functions. Journal of Foreign Language teaching and Learning, 42-51.
• Raschka, C., Sercombe, P., & Chi-Ling, H. (2009). Conflicts and tension in code-switching in a Taiwanese EFL classroom. International Journal of Bilingual Education & Bilingualism, 12(2), 157-171.
• Erkunt, Y.M., &Yigitoglu, N. (2018). Justifying codes switching through the lens of teacher identities: novice EFL teachers’ perceptions. Quality and Quantity, 52(3), 78-85.
• Sampson, A. (2012). Learner code-switching versus English only. ELT Journal: English Language Teachers Journal, 66(3), 293-303. Schweers, C. W., Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6-9.
• Seng, G. H., & Hashim, F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1), 29-54.
• Songxaba, S.L., Coetzer, A., & Molepo, J. M. (2017). Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa. Reading &Writing- Journal of the reading association of South Africa, 1-7.
• Stavans, A. & Swisher, V. (2006). Language switching as a window on trilingual acquisition. International Journal of Multilingualism, 3, 193–220. Tang, J. (2002). Using the L1 in the English Classroom. Forum, 40(1), 36-43.
• Yao, M.F. (2012). EFL Classroom Code-switching. Beijing: Foreign Language Teaching and Research Press.