Araştırma Makalesi
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Instructional Functions of Code-switching in the EFL Classroom

Yıl 2023, Cilt: 11 Sayı: 1, 35 - 52, 30.03.2023
https://doi.org/10.29228/ijlet.66188

Öz

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.

Kaynakça

  • Abad, L. S. (2005). Code-Switching in the classroom: A clash of two languages. Miriam College Faculty Research Journal, 25, 36-52
  • Ahmad, B. H. (2009). Teacher’s code-switching in classroom instructions for low English proficient learners. English Language Teaching. 2(2).
  • Ataş, U. & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students and teachers’ codeswitching in EFL classrooms in Turkey, Linguistics and Education, 65, https://doi.org/10.1016/j.linged.2021.100981.
  • Aus der Wieschen, M. V., & Sert, O. (2021). Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners. International Journal of Bilingual Education and Bilingualism, 24(1), 107–123.
  • Bensen, H. & Çavuşoğlu, Ç. (2013). Reasons for the teachers’ uses of code-switching in adult EFL classrooms. Hasan Ali Yücel Journal of Faculty of Education, 10, 69-82.
  • Bilgin, S. 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.
  • Blom, J. & Gumperz, J. (1972). Social meaning in linguistic structures: Code-switching in Northern Norway. In: John Gumperz and Del Hymes (eds.): Directions in Sociolinguistics: The Ethnography of Communication, 407-434. New York: Holt, Rinehart, and Winston.
  • Boztepe, E. (2003). Issues in code-switching: Competing theories and models. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. (3)2.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209.
  • Dulay, H., Burt, M. & Krashen, S. (1982). Language Two. New York: Oxford University Press Hancock, M. (1997). Behind classroom code-switching: Layering and language choice in L2 Learner interaction. TESOL Quarterly. (31)2.
  • Istifci, I. (2019). Code-switching in tertiary level EFL classrooms: perceptions of teachers. Journal of Language and Linguistic Studies, 15(4), 1287-1299.
  • Koylu, Z. (2018). The Use of L1 in the tertiary L2 classroom: Code-switching factors, functions, and attitudes in Turkey. Electronic Journal of Foreign Language Teaching. (15)2, 271–289.
  • Lee, C. D. (2006). Every good-bye ain’t gone’: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, (19)3, 305-327, DOI: 10.1080/09518390600696729
  • Liu, D., Ahn, G.-S., Baek, K.-S. & Han, N.-O. (2004). South Korean high school English teachers’ codeswitching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605–638. https://doi.org/10.2307/3588282
  • Mattsson, A. F. & Burenhult, N. (1999). Code-switching in second language teaching of French. Lund University, Dept. of Linguistics Working Papers 47, 56-72.
  • Metila, R. A. (2009). Decoding the switch: The functions of code-switching in the classroom. Education Quarterly, (67)1, 44-61.
  • Mokibelo, E. B. (2016). Code-switching: a Strategy for teaching and learning or a problem in Botswana? Research & Reviews: Journal of Educational Studies. (2)4, 30-38.
  • Nilep, C. (2006). Code-switching in sociocultural linguistics. Colorado Research in Linguistics. 19. Boulder: University of Colorado S
  • ert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal – for teachers of English as a second language. (6)8, 1-6.
  • Shin, J. Y., Dixon, L. Q. & Choi, Y. (2020). An updated review on the use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406–419.
  • Üstünel, E. (2004). The sequential organization of teacher-initiated and teacher-induced code-switching in a Turkish university EFL setting. University of Newcastle-upon– Tyne Unpublished Doctoral Thesis
  • Ustunel, E. & Seedhouse, P. (2005). Why That, In That Language, Right Now? Code-switching and Pedagogical Focus. International Journal of Applied Linguistics, 15(3) Blackwell Publishing Ltd: UK
  • Wei, L. (2018). Translanguaging and code-switching: What’s the difference? https://blog.oup.com/2018/05/translanguaging-code-switching-difference
  • Yataganbaba, E. & Yıldırım, R. (2015). EFL teachers’ code-switching in Turkish secondary EFL young language learner classrooms. International Journal of Linguistics, 7(1), 82–101.

EFL Sınıfında Dil Değiştirmenin Eğitsel İşlevleri

Yıl 2023, Cilt: 11 Sayı: 1, 35 - 52, 30.03.2023
https://doi.org/10.29228/ijlet.66188

Öz

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.

Kaynakça

  • Abad, L. S. (2005). Code-Switching in the classroom: A clash of two languages. Miriam College Faculty Research Journal, 25, 36-52
  • Ahmad, B. H. (2009). Teacher’s code-switching in classroom instructions for low English proficient learners. English Language Teaching. 2(2).
  • Ataş, U. & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students and teachers’ codeswitching in EFL classrooms in Turkey, Linguistics and Education, 65, https://doi.org/10.1016/j.linged.2021.100981.
  • Aus der Wieschen, M. V., & Sert, O. (2021). Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners. International Journal of Bilingual Education and Bilingualism, 24(1), 107–123.
  • Bensen, H. & Çavuşoğlu, Ç. (2013). Reasons for the teachers’ uses of code-switching in adult EFL classrooms. Hasan Ali Yücel Journal of Faculty of Education, 10, 69-82.
  • Bilgin, S. 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.
  • Blom, J. & Gumperz, J. (1972). Social meaning in linguistic structures: Code-switching in Northern Norway. In: John Gumperz and Del Hymes (eds.): Directions in Sociolinguistics: The Ethnography of Communication, 407-434. New York: Holt, Rinehart, and Winston.
  • Boztepe, E. (2003). Issues in code-switching: Competing theories and models. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. (3)2.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209.
  • Dulay, H., Burt, M. & Krashen, S. (1982). Language Two. New York: Oxford University Press Hancock, M. (1997). Behind classroom code-switching: Layering and language choice in L2 Learner interaction. TESOL Quarterly. (31)2.
  • Istifci, I. (2019). Code-switching in tertiary level EFL classrooms: perceptions of teachers. Journal of Language and Linguistic Studies, 15(4), 1287-1299.
  • Koylu, Z. (2018). The Use of L1 in the tertiary L2 classroom: Code-switching factors, functions, and attitudes in Turkey. Electronic Journal of Foreign Language Teaching. (15)2, 271–289.
  • Lee, C. D. (2006). Every good-bye ain’t gone’: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, (19)3, 305-327, DOI: 10.1080/09518390600696729
  • Liu, D., Ahn, G.-S., Baek, K.-S. & Han, N.-O. (2004). South Korean high school English teachers’ codeswitching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605–638. https://doi.org/10.2307/3588282
  • Mattsson, A. F. & Burenhult, N. (1999). Code-switching in second language teaching of French. Lund University, Dept. of Linguistics Working Papers 47, 56-72.
  • Metila, R. A. (2009). Decoding the switch: The functions of code-switching in the classroom. Education Quarterly, (67)1, 44-61.
  • Mokibelo, E. B. (2016). Code-switching: a Strategy for teaching and learning or a problem in Botswana? Research & Reviews: Journal of Educational Studies. (2)4, 30-38.
  • Nilep, C. (2006). Code-switching in sociocultural linguistics. Colorado Research in Linguistics. 19. Boulder: University of Colorado S
  • ert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal – for teachers of English as a second language. (6)8, 1-6.
  • Shin, J. Y., Dixon, L. Q. & Choi, Y. (2020). An updated review on the use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406–419.
  • Üstünel, E. (2004). The sequential organization of teacher-initiated and teacher-induced code-switching in a Turkish university EFL setting. University of Newcastle-upon– Tyne Unpublished Doctoral Thesis
  • Ustunel, E. & Seedhouse, P. (2005). Why That, In That Language, Right Now? Code-switching and Pedagogical Focus. International Journal of Applied Linguistics, 15(3) Blackwell Publishing Ltd: UK
  • Wei, L. (2018). Translanguaging and code-switching: What’s the difference? https://blog.oup.com/2018/05/translanguaging-code-switching-difference
  • Yataganbaba, E. & Yıldırım, R. (2015). EFL teachers’ code-switching in Turkish secondary EFL young language learner classrooms. International Journal of Linguistics, 7(1), 82–101.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce, Dil Çalışmaları (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Ayşe Yılmaz Virlan 0000-0002-6839-5745

Yayımlanma Tarihi 30 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 1

Kaynak Göster

APA Yılmaz Virlan, A. (2023). Instructional Functions of Code-switching in the EFL Classroom. International Journal of Languages’ Education and Teaching, 11(1), 35-52. https://doi.org/10.29228/ijlet.66188