Teachers’ Perceptions regarding Code-Switching and Code-Mixing as Scaffoldings in Teaching L2 Speaking Skills at Graduation Level
Keywords:
Bilingualism, Code-Switching, Code-Mixing, Teachers, LearnersAbstract
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
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