Teachers’ Perceptions regarding Code-Switching and Code-Mixing as Scaffoldings in Teaching L2 Speaking Skills at Graduation Level

Authors

  • Fatima Khan Visiting Lecturer, Department of English, Ghazi University Dera Ghazi Khan, Pakistan. Author
  • Aamir Hussain Visiting Lecturer, Department of English, Ghazi University Dera Ghazi Khan, Pakistan. Author
  • Numra Qayyum Associate Lecturer, Department of English, The Islamia University of Bahawalpur, Rahim Yar Khan Campus Author
  • Dr. Muhammad Ahsan Assistant Professor, Department of English, Ghazi University Dera Ghazi Khan, Pakistan. Author

Keywords:

Bilingualism, Code-Switching, Code-Mixing, Teachers, Learners

Abstract

The prime objective of this research was to investigate English language teachers’ perceptions regarding code-switching and code-mixing as scaffoldings in teaching L2 speaking skills of the BS students enrolled in different public and private universities and colleges of Multan and Bahawalpur Districts. This article was completed by employing the quantitative data analysis approach. 250 male and female English language teachers responded positively during the academic calendar of 2021. Questionnaire was the tool for data collection that was structured in which the respondents were requested to specify their level of endorsement or disagreement on four-point rating scale. The results and findings of the study data indicated that all the teachers were unanimously agreed and said “Yes” on all the statements of the questionnaire. The evaluated data disclosed that English language teachers disclosed that code-switching and code-mixing in L2 classrooms has favorable impacts on L2 teaching and learning. Results of this article also show that English language teachers’ code-switching and code-mixing help them to pass the information to the students easily. Additionally, most of the teachers also agreed and delivered a highly positive attitude regarding code-switching and code-mixing as they feel that their students feel relaxed and happy during teachers’ code-switching/ code-mixing in L2 atmosphere. The reason behind this concept is as teachers’ code-switching and code-mixing decreases the pressure of L2 language on B.S English students. In addition to this approach, English language teachers’ code-switching and code-mixing make L2 learners bilingual rather multilingual.

https://doi.org/10.5281/zenodo.10256978

References

Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource? ELT Journal, 41(4), 241–7. Retrieved fromeltj.oxfordjournals.org/content/41 /4/241.full.pdf.

Atkinson, D. (1993). Teaching monolingual classes. London: Longman.

Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL quarterly, 27(1), 9-32.

Baron, D. (1990). The English only question: An official language for Americans? New Haven, CT: Yale University.

Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL class: death of a dogma. Language Learning Journal, 28(1), 29-39. Retrieved from www.tandfonline.com/doi/abs/10.1080/09571730385200181.

Chaudron, C. (1988). Second language classrooms: Research on teaching and learning.

Cook, V. (2001). Using the first language in the class-room. Canadian Modern Language Review, 57, 402–423. Retrieved from www.est translationstudies.org/research/2012_DGT/documents/2001_cook.pdf. UK: Cambridge University Press.

Crawford, J. (1991). Bilingual education: History, politics, theory, and practice (2nd ed.).

Los Angeles: Bilingual Educational Services.

Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal, 50(4), 303- 311. doi: 10.1093/elt/50.4.303.

Ellis, R. (2015). OAL: Understanding second language acquisition (2nd edition).

Oxford: Oxford University Press.

Fareed, M., Humayun, S. & Akhtar, H. (2016). English language teachers’ code- switching in class: ESL learners’ perceptions. Journal of Education & Social Sciences, 4(1), 1-11. doi: 10.20547/jess0411604101.

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. Retieved from https://www.researchgate.net/publication/260299540_Teacher's_and_Learners'_Use_of_Code_Switching_in_the_English_as_a_Foreign_Language_Classroom_A_ Qualitative_Study.

Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.

Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open Applied Linguistics Journal, 3(10), 10–23. Retrieved from benthamopen.com/contents/pdf/TOALJ/TOALJ-3-10.pdf.

Jones, M. (1995). Code-switching in the classroom: two decades of research. In:

Milroy, L. & Muysken, P. (eds.). One Speaker, Two Languages: Cross- Disciplinary Perspectives On Code- Switching (pp. 90-101). Cambridge: Cambridge University Press.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Limited.

Lightbown, P. M. (2001). Input filters in second language acquisition. In S. Foster- Cohen & A. Nizegorodcew (eds.), Eurosla Yearbook (pp. 79-97). Amsterdam: John Benjamins.

Macaro, E. (2005). 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. New York, NY: Springer. Doi: 10.1007/0-387-24565-0_5.

Meiring, L. & Norman, N. (2002). Back on target: repositioning the status of target language in MFL teaching. Language Learning Journal, 26(1), 27-35. Retrieved from www.tandfonline.com/doi/abs/10.1080/09571730285200201.

Piasecka, K. (1988). The bilingual teacher in the ESL classroom. In S. Nicholls & E. Hoadley-Maidment (Eds.), Current issues in teaching English as a second language to adults (pp. 97-103). London: Edward Arnold.

Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

Redouane, R. (2005). Linguistic constraints on code-switching and code-mixing of bilingual Moroccan Arabic-French speakersin Canada. In J. Cohen, K. T. McAlister, K. Rolstad & J. MacSwan (Eds.), Proceedings of the 4th International Symposium onBilingualism (pp. 1921-1933). Somerville, MA: Cascadilla Press.

Narayan, R. (2019). Code-switching as a Linguistic Resource in the Fijian ESL Classrooms: Bane or Boon? Journal of Language Teaching and Research, 10(3), 427-436.

Sampson, A. (2012). Learner code-switching versus English only. ELT Journal. 66(3), 293- 303. doi: 10.1093/elt/ccr067.

Shay, O. (2015). To switch or not to switch: Code-switching in a multilingual country.

Procedia - Social and Behavioral Sciences, 209, 462 – 469. doi: 10.1016/j.sbspro.2015.11.253.

Weinreich, U. (1953). Language in contact, findings and problems. New York, NY: Linguistic Circle of New York.

Downloads

Published

2022-06-30

How to Cite

Teachers’ Perceptions regarding Code-Switching and Code-Mixing as Scaffoldings in Teaching L2 Speaking Skills at Graduation Level. (2022). International Research Journal of Management and Social Sciences, 3(2), 1-20. http://irjmss.com/index.php/irjmss/article/view/65

Similar Articles

1-10 of 64

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 > >>